COURSEWARE

Course: ENG 103: Spoken English (2 Credits / Compulsory)

Duration: 2 Hours per Week Multiplied by 15 weeks = 30 Hours
Lecturer: ALABI, Taofiq Adedayo
Ph.D. (2009), M. A. (2003), B. A. Ed. (1997), NCE (1992)
Department of English,
Faculty of Arts,
University of Ilorin, Ilorin,
Nigeria.
E-mail: alabita@unilorin.edu.ng
merrilab2004@yahoo.co.uk
Office Location: Room 12, Dept of English Wing, Faculty of Arts
Complex.
Consultation Hours: 11am - 12pm (Tuesdays and Thursdays)

Course Content
A single semester course. This will concentrate on classroom and language
laboratory exercises on conversational English using relevant phonological
materials (e.g. tapes, records, video, film, etc.) to enhance the students spoken
English.

Course Description
This course is intended to introduce students to the rudimentary
components of the sound system of English, given the understanding that the entry
behaviour of students is grossly ‘affected’ in terms of the disparity in their accent
from the standpoint of what is obtainable in the core. Using Received
Pronunciation as the target, efforts would be geared in the direction of
emphasizing the salient components of the sound system of English which exhibit
marked systemic differences from what obtains in the vast majority of Nigerian
languages. In addition, the area of stress timing which may constitute barrier to
spoken English proficiency is to be given serious attention as it unilaterally has a
tendency of making or marring the intelligibility of one’s spoken English accent.
The course should be concluded with an intensive interaction on what can be done
to ensure upward appreciation of English accent of a typical Nigerian.

Course Justification
It is no longer news that language contact begets pervasive result of
linguistic interference at all levels of language analysis. One of the worst affected
levels is the sound system. The use of English in Nigeria is in the capacity of a
second language. Hence, there is bound to be transfer of phonological properties
between the languages involved. With this expectation, this course is designed to
furnish students with background information on the intricacies associated with
pronunciation as a key factor in spoken English. Meaningfulness and
meaninglessness of expressions are hinged on verbal rendition of one’s intentions.
Hence, in Nigeria as a nation where English functions as the language of
officialdom, the gains offered by the course would enable students to guide against
excessive extrapolation that may blur their accent and disrobe it of the much
desired social acceptability and international intelligibility.

Objectives
By the end of the course, our expectation is that students should be able to:
- Explain the connections between breathe and speech sound production
- Identify the basic segmental phonemes of English
- Distinguish between vowels and consonants as speech sounds
- List, describe and pronounce the phonemic symbols representing basic
sounds in English
- Explain the importance of stress in phonological analysis
- Mention the major spoken English problems faced by a typical Nigerian
- Highlight the necessary steps the may be taken in stemming the tide of
linguistic interference most especially at the phonological level
- Discuss the technical tips that may be observed in achieving fluency in
spoken English

Course Requirement
- This course requires a simultaneous admixture of theory and practical
sessions. Overall, 75% attendance is mandatory as a minimum
requirement that would qualify students who offer the course to sit for
the end of semester examination.
- Also, students’ participation would be tremendously encouraged as the
course centres on the improvement of students’ speaking skills.
- Authentic situations would be created for students to rehearse and apply
the rudiments learnt in their spoken English classes.

Methods of Grading
1. Class Assignments 15%
2. Class tests 15%
3. Final Examination 70%
Total 100%

Course Delivery Strategies

In view of the necessity for pragmatic application of the learning
experience gained by the students, series of communicatively inclined language
teaching strategies would be used adventurously in an attempt to enable students
showcase their accomplishments. Students would be divided into study groups to
facilitate easy practice and rehearsal of the unfamiliar speech segments in their
speech productions. Situational drills, practice and repetition, audio-lingual,
suggestopedia would be used at various points of content delivery. Recorded audio
and audio-visual aids would be used intermittently to complement relevant
strategies adopted at different stages of task presentation.

LECTURES

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WEEK 1: General introduction: Nature and scope of the course
Objective: The students should be able to spell out the major segmental and
suprasegmental components of English.
Description: A run-down of the course content is given in an outline form.
Definition and classification of the elements of English phonology
are paraded.
Study Questions
- What is phonology?
- Identify the major classes of speech sounds in English.
- What is the difference between phonemes and alphabets of English?
- List the categories of vowels in English.
- List the suprasegments alongside their prosodic features in English.
Reading List
Christopherson, P. (1981) An English Phonetics Course. England: Longman
Gimson, A. C. (1980) An Introduction to the Pronunciation of English . London:
Edward Arnold.

WEEK 2: Mechanism of speech

Objective: Students should be able to explain how phonation is achieved
through configuration of the airstream in the vocal passage.
Description: A detailed analytical explanation of how utterances are powered by
the pulmonic force is given. Students are directly involved in
‘feeling’ how their vocal organs are naturally involved in speech
sound production.
Study Questions
- What is the primary function of the lungs?
- Mention the major passages through which English sounds are rendered.
- Explain how vocal voicing of air stream is achieved.
- What are the major regions in which the vocal passage has been
divided? Specify the function(s) of each.
- In what ways does velum work?
Reading List
Ajileye, S. S. (2003). Introduction to Phonology of English. In O. Obafemi & S. T.
Babatunde (Eds.) Studies and Discourse in English Language. Ilorin:
Haytee Publishers, pp. 60-79.
Ofuya, A. (2007). English Phonetics and Phonology. In O. Obafemi, G. A. Ajadi
& V. A. Alabi (Eds.) Critical Perspectives on English Language and
Literature. Ilorin: Department of English, University of Ilorin, pp. 14 – 40.

WEEK 3: The sound system of English

Objectives: The students should be able to identify the peculiarities of the sound
system of English when compared from the standpoint of what obtains
in major Nigerian languages.
Description: A detailed comparison of vowel and consonant classes is made with
special attention paid to configuration of airstream at various points of
the vocal passage. A brief survey of the suprasegmental features of
English and their implication for meaning is also conducted.

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Study Questions
- What do you understand by the term – laryngeal configuration?
- Distinguish between vowels and consonants.
- What are the connections between segmental and suprasegmental
phonemes?
- In what ways are the vowels of English different from those obtainable
in major Nigerian languages?
- The slightest difference in speech sound production can signal a totally
different meaning. Elucidate.
Reading List
Knowles, G. (1987). Patterns of Spoken English: An Introduction to English
Phonetics. England: Longman Group UK. Ltd.
Roach, P. (1997). English Phonetics and Phonology. Cambridge: Cambridge
University Press.

WEEK 4: The pure vowels

Objective: At the end of the topic, the students should be able to give a short
description of the pure vowels and identify each of them in word
examples.
Description: The major classes of English vowels are reiterated. The point(s) of
articulation is/are emphasized as the differentiating phenomenon. A
detailed discussion of each of the 12 monophthongs of English
follows. Standardised vowel charts are used as guides in assisting the
students achieve accurate perception and production of the sounds at
crucial points.
Study Questions
- Distinguish between long and short monophthongs.
- Length reduction is a paramount feature of long pure vowels. Discuss.
- Give 5 examples of short pure vowels in word contexts.
- Give three minimal pairs of /i/ and /i:/.
- Give three minimal pairs of / / and / :/.
Reading List
Gimson, A. C. (1980) An Introduction to the Pronunciation of English. London:
Edward Arnold.
Lass, R. (1984) Phonology: An Introduction to Basic Concepts. London:
Cambridge University Press.

WEEK 5: Laboratory exercises

Objective: Students should be able to utilize the knowledge gained in
pronouncing phonemic symbols in transcribed words correctly.
Description: Pre-recorded audio and audio-visual aids are presented to students as
models and from where they would be required to mimic correct
pronunciation of words in speech contexts

Reading List

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Gimson, A. C. (1975) A Practical Course of English Pronunciation. London:
Edward Arnold.
Jones, D. (1997) English Pronouncing Dictionary. Cambridge: Cambridge
University Press.

WEEK 6: The diphthongs and triphthongs in English

Objective: At the end of the topic, the students should be able to distinguish
between the articulation of diphthongs and triphthongs.
Description: The students are presented with the standard phonemic symbols
which are used to represent diphthongs and triphthongs in
pronouncing dictionaries. Efforts would be intensified in the
direction of assisting students to pronounce the segments correctly
knowing fully well that most of the segments are strange to them as
foreign learners of the language.
Study Questions
- Draw a conventionalized vowel chart indicating glide of the closing
diphthongs in English.
- In what ways are diphthongs different from triphthongs?
- Give two word examples where each of the five triphthongs in English
can be found.
- Generate four minimal pairs using / u/ and /au/.
- Centering diphthongs cannot generate triphthongs in English. Discuss.
Reading List
Ladefoged, P. (1993) A Course in Phonetics. New York: Harcourt Brace
Jovanovich Inc.
Traugott, E. C. & Pratt, M. L. (1980) Linguistics for Students of Literature. USA:
Harcourt Brace Jovanovich Inc.

WEEK 7: The English consonants: Description

Objective: By the end of the topic, it is expected that the students should be able
to distinguish between vowels and consonants most especially in
terms of their acoustic and articulatory features.

Description: The consonant chart of English is presented as the focal point. State
of the glottis, place and manner of articulation are emphasized as the
yardsticks for scientifically describing each of the consonants in the
inventory.

Study Questions
- Mention the three popular yardsticks for describing consonants
- Distinguish between plosives and fricatives
- Explain how affricates are renderred
- All RP English consonants are eggressive. Discuss.
- Argue for why Nigerians substitute inter-dental and voiced palato-
alveolar fricative consonants of English with other approximations.

Reading List

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O’Connor, J. D. (2004). Better English Pronunciation. United Kingdom:
Cambridge University Press.
Roach, P. (1997). English Phonetics and Phonology . Cambridge: Cambridge
University Press.

WEEK 8: Laboratory exercises

Objectives: Students should be able to identify the key consonants already
studied in the context of speech samples presented the language
laboratory.
Description: Identification and production of consonants already studied are to be
made taking a cue from a spoken passage specifically designed for
teaching English consonants in isolation and in speech contexts.
Students would also be attuned to channels like the CNN, the BBC
World to gain access to authentic materials, using native speakers as
models.

WEEK 9: Syllables and stress patterns in English

Objective: Students should be able to explain the nexus between syllable and
stress in English.
Description: The teacher gives a detailed exposition on the differences among
primary, secondary and weak stresses in words on the one hand; and
between word stress and sentence stress on the other. Using their
dictionaries as guide, students are presented with the various stress
patterns in English words and how they are marked in utterances.
Study Questions
- What is stress?
- Differentiate between accented and unaccented syllables.
- Write out six polysyllabic words and indicate their stress patterns
accordingly.
- What would you say are the differences between word stress and
sentence stress?
- What do you understand by consonant clusters?
Reading List
Ladefoged, P. (1993) A Course in Phonetics. New York: Harcourt Brace
Jovanovich Inc.
Clark, J. & Yallop, C. (1995) An Introduction to Phonetics and Phonology.
Oxford: Blackwell.

WEEK 10: Practical exercises in the laboratory

Objective: The students should be able to harmonise the knowledge gained so
far in using their pronouncing dictionaries effectively to pronounce
correctly any English word that comes their way.
Description: The intention here is to ameliorate the degree of mother tongue
interference in the accents of the students. As much as possible,
students would be required to use their pronouncing dictionaries in
checking up the transcribed version of words heard from passages on
playback. In the same direction, students would be encouraged to

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 record their voices as a way of developing in them a lasting
sensitivity to accurate pronunciation of unfamiliar sounds in
utterances.

WEEK 11: Spoken English hurdles of Nigerians

Objective: By the end of the lesson, it is expected that students should be able
to state the principal problems faced by Nigerian speakers of
English.
Description: The inter-linguistic differences between the first language of the
students and English are treated. The different levels of interference
phenomenon ranging from intralinguistic to interlinguistic and
extralinguistic triggers are studied.
Study Questions
- What is linguistic interference?
- Mention the social factors which hinder effective mastery and use of
received accent among Nigerians.
- State the levels at which phonological interference operate in the spoken
English of average Nigerians.
- In what principal ways does epenthesis occur?
- Distinguish between underdifferentiation and hypercorrection.
Reading List
Alabi, T. A. (2009) Developing Effective Speaking skill in English. In V. A. Alabi
& S. T. Babatunde (Eds.) The Use of English in Higher Education (25 –
42). Ilorin: University of Ilorin, General Studies Division.
Roach, P. (1997) English Phonetics and Phonology. Cambridge: Cambridge
University Press.

WEEK 12: General hints on how to overcome Spoken English hurdles as

Nigerians
Objective: At the end of the class, the students should be able to identify the
major steps that should be taken to forestall phonological problems
faced by average Nigerian speakers of English.
Description: The presentation of content would take a contrastive dimension with
a view to making the students see, more clearly, the areas of
disparities between the systemic constituents and their MT and the
target language. It is hoped that this would package them effectively
to predict areas of difficulty and consequently work out the
necessary repairs.
Study Questions
- How can the knowledge of the first language be deployed in achieving
spoken English proficiency?
- List the possible ways of ensuring the right exposure to received accent.
- What do your understand by target dialect?
- Mention three supranational varieties of English.
- Why are spellings not good enough clues in achieving correct
pronunciation in English?

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Reading List
Chomsky, N. & Halle, M. (1968) The Sound Patterns of English. New York:
Harper and Row.
Ofuya, A. (1996) Perfecting your Listening and Speaking Skills in English as
MESTA Students. In Adegbija, E. & Ofuya, A. (Eds.) English Language
and Communication Skills for MESTA Students. Ilorin: The English
Language Outer Circle, pp. 138 – 156.

WEEK 13: Technical tips for spoken English proficiency

Objective: By the end of the lesson, students should be able to deploy a good
number of the technical resources studied in achieving a better level
of spoken English proficiency.
Description: The students are presented with a synoptic overview of the specific
and scientific hints that are inherent in the content of the course
which can generate immediate and appreciable improvement in the
overall spoken English accent of the students. Focus would be on
highly objective and technical clues offered by the systemic
peculiarities of the English language.
Study Questions
- Discuss the relationship between morphemic and phonemic variants.
- Write out five word examples with unreleased segments.
- List the vowel segments in which syllables that function as affixes are
couched.
- Write out five word examples where voiced palatal glide is intrusive.
- The length of sound or sound sequence is usually affected by the kind of
sound that follows it in English words. Elucidate.
Reading List
Alabi, T. A. (2009). Developing Effective Speaking skill in English. In V. A.
Alabi & S. T. Babatunde (Eds.) The Use of English in Higher Education
(25 – 42). Ilorin: University of Ilorin, General Studies Division.
Brown, G. (1977). Listening to Spoken English. England: Longman Group UK.
Ltd.

WEEK 14: Test and practical assessments

Description: This would be administered in two streams. In the first hour, written
test would be conducted while the second hour would be devoted to
practical session.

WEEK 15: General revision

Description: A recapitulation of the major highlights in the course. Ample time
would be given to question and answer session. Specifically,
questions administered for the continuous assessments in the course
would also be treated as a way of preparing the students for end of
semester examination.
Study Questions
- In what ways is phonology connected with morphology?
- Discuss the major components of phonology of English.

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 - Syllable and stress are complementary. Expatiate.
- Do you agree that all spoken English problems of average Nigerians are
borne out of interference?
- Discuss the major levels of accent with reference to syllabic structure.
- Discuss the sociolinguistic problems faced by a typical Nigerian in
accomplishing desirable accent of English.
- In what ways can the problems be solved?
- What is epenthesis?
- Discuss the phonotactics of English using illustrative examples.
- English is a time-stressed language. Discuss.

Suggested Further Reading List.

3
Alabi, T. A. (2005). Prosodic Configuration of Select Nigerian English News
Texts”. In Alore: Ilorin Journal of the Humanities. Volume 15, pp. 138 –
154.
3
Alabi, T. A. (2007). Language Contact: The Nigerian Experience with English. In
Obafemi, O, Ajadi, G. A. & Alabi, V. A. (Eds.) Critical Perspectives on
English Language and Literature. Ilorin: Department of English, University
of Ilorin, pp. 78 – 95.
3
Alabi, T. A. (2008). A Contrastive Overview of English and Yoruba Consonantal
Systems. In Journal of Arts and Humanities. Volume 5, Number 1, pp. 62 –
72.
3
Bamgbose, A. (1971). The English Language in Nigeria. In J. Spencer (Ed.) The
English Language in West Africa. London: Longman, pp. 35-48.
3
Banjo, A. (1971). Towards a Definition of Standard Nigerian Spoken English. In
Annales de L’Universite di Abidjan. Abidjan: University of Abidjan, pp.
165-175.
1
Catford, J. C. (1994). “Articulatory Phonetics” In Asher, R. E. & J. M. Y.
Simpsons (Eds.). The Encyclopedia of Language and Linguistics. Volume
6. Oxford: Pergamon Press, pp. 3058-3070.
1
Jowitt, D. (1991). Nigerian English Usage. Ibadan: Longman Nigeria.
3
Odumuh, A. E. (1987). Nigerian English (Nig E). Zaria: Ahmadu Bello
University Press.
1
Yule, G. (1985). The Study of Language: An Introduction. Cambridge:
Cambridge University Press.
3
Yusuf, O. (Ed.) (1992) Introduction to Lingusitics. Ilorin: Department of LNL,
University of Ilorin.

Keys:

1. Available in the University Library.

2. Available in the Departmental Library.
3. Available in the Lecturer’s Library.