Grammatical Errors in Nigerian English Language Pronunciation Problems Among Students: Psychological Implications and Management

  •  B. C. Chigbu    
  •  Janet Ngozi Igbo    
  •  Fidelia N. Obayi    
  •  V. C. Onu    
  •  E. C. Ndukwu    
  •  D. Ojonugwa Solomon    


This study was designed to identify some English grammar pronunciation problems and how the problems can be managed. The population consists of all the first-year students in the University of Nigeria, Nsukka in Enugu State of Nigeria. Nine hundred and ninety-nine (999) students from four departments were sampled using simple random sampling technique. Three research questions and one null hypothesis were generated to guide the study. Mean and standard deviation were used to answer the three research questions while t-test statistic was used to test the null hypothesis. The results revealed that consonant and vowel phonemes, syllabic consonants, consonant cluster, unstressed vowels and stress timing are the aspects of pronunciation that are considered problematic among some first-year students. It also revealed that gender does not play a functional role on pronunciation problems among these first year students in the learning of English Grammar, and that teachers’ emphasis on the problematic area of pronunciation, constant practice, teachers’ knowledge of Oral English, building of language laboratories, teachers’ use of compact disks and tapes on pronunciation, students access to compact disks and tapes on pronunciation dictionaries are the management strategies that can be used to improve pronunciation in English language.

This work is licensed under a Creative Commons Attribution 4.0 License.
  • ISSN(Print): 1923-869X
  • ISSN(Online): 1923-8703
  • Started: 2011
  • Frequency: bimonthly

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