Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal Indonesian Journal of English Language Teaching and Applied Linguistics REiLA: Journal of Research and Innovation in Language Indonesian Journal of English Language Teaching and Applied Linguistics
Maikanti, Sale
Unknown Affiliation
Education Languange, Linguistic, Communication & Media Social Sciences

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Mispronunciation and Substitution of Mid-high Front and Back Hausa Vowels by Yorùbá Native Speakers Maikanti, Sale; Ngee Thai, Yap; Martin Burkhardt, Jurgen; Mei Fung, Yong; Binti Husain, Salina; Jacob Oludare, Olúwadọrọ̀
REiLA : Journal of Research and Innovation in Language Vol. 3 No. 1 (2021): REiLA : Journal of Research and Innovation in Language
Publisher : The Institute of Research and Community Service (LPPM) - Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/reila.v3i1.6107

Abstract

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 dictionary and prepared in carrier phrases were audio-recorded. It was a mixed-method, and the results were discussed within the theoretical framework of Flege and Bohn's (2020) Revised Speech Learning Model and Corder's (1967) 'Error Analysis Model'. The results of the Mann-Whitney U test revealed that participants in level 1 generally performed lower than level 3 participants in the pronunciation of mid-Hausa vowels due to substitutions. Such errors have pedagogical implication in learning Hausa as a second language, and if not addressed accordingly, the standard of Hausa will continue to fall at an undesirable and alarming rate.
Quantitative Analysis of Error Performance in the Production of Hausa Vowels among Yoru?ba?-Hausa L2 Learners in South-West, Nigeria Maikanti, Sale
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 10, No 2 (2025): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v10i2.2039

Abstract

This empirical study examined error performance in Hausa vowel production by Yoru?ba? speakers, using a quantitative approach. The aim was to compare two groups in the final-year National Certificate in Education in producing Hausa shared and unshared vowels, and to assess gender and institutional differences across five colleges (ABK, ACE, IKR, ORO, and ORO) to determine whether significant variation exists in the first and second syllables. A cross-sectional design was employed with 110 Yoruba-speaking participants aged 18 and above who were learning Hausa in the five colleges of education in southwestern Nigeria, selected purposively. Stimuli were drawn from the Online Hausa-English Dictionary, questionnaires were administered, and production tasks were audio-recorded. Data were analyzed with independent t-tests and ANOVA in line with Flege and Bohn’s Revised Speech Learning Model (SLM-r). Results show that the t-test p-values are not significant in the first syllable (p > .482) and the second syllable (p > .051), while producing vowel length. When comparing the genders, the first syllable remained non-significant (p > .042). In contrast, the second syllable showed a significant difference between males and females (p < .004), indicating gender effects on vowel production in the second syllable. Across five schools, ANOVA yielded a highly significant overall difference (p = .000), with mean scores ranging from a low of 7.191 to a high of 23.58, suggesting variability in performance by institution. The study attributes such errors to linguistic, environmental, and L1 influence factors. The Hausa language teachers should focus on vowels with high error rates to improve second-language intelligibility.
Quantitative Analysis of Error Performance in the Production of Hausa Vowels among Yoru?ba?-Hausa L2 Learners in South-West, Nigeria Maikanti, Sale
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 10, No 2 (2025): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v10i2.2039

Abstract

This empirical study examined error performance in Hausa vowel production by Yoru?ba? speakers, using a quantitative approach. The aim was to compare two groups in the final-year National Certificate in Education in producing Hausa shared and unshared vowels, and to assess gender and institutional differences across five colleges (ABK, ACE, IKR, ORO, and ORO) to determine whether significant variation exists in the first and second syllables. A cross-sectional design was employed with 110 Yoruba-speaking participants aged 18 and above who were learning Hausa in the five colleges of education in southwestern Nigeria, selected purposively. Stimuli were drawn from the Online Hausa-English Dictionary, questionnaires were administered, and production tasks were audio-recorded. Data were analyzed with independent t-tests and ANOVA in line with Flege and Bohn’s Revised Speech Learning Model (SLM-r). Results show that the t-test p-values are not significant in the first syllable (p > .482) and the second syllable (p > .051), while producing vowel length. When comparing the genders, the first syllable remained non-significant (p > .042). In contrast, the second syllable showed a significant difference between males and females (p < .004), indicating gender effects on vowel production in the second syllable. Across five schools, ANOVA yielded a highly significant overall difference (p = .000), with mean scores ranging from a low of 7.191 to a high of 23.58, suggesting variability in performance by institution. The study attributes such errors to linguistic, environmental, and L1 influence factors. The Hausa language teachers should focus on vowels with high error rates to improve second-language intelligibility.
Co-Authors Binti Husain, Salina Jacob Oludare, Olúwadọrọ̀ Martin Burkhardt, Jurgen Mei Fung, Yong Ngee Thai, Yap