Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal International Journal of Sustainable Applied Sciences (IJSAS)
Benjamin F.C. Nwokedi
Unknown Affiliation
Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Social Sciences

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Factors Affecting the Teaching of English Syllables and Stress Benjamin F.C. Nwokedi
International Journal of Sustainable Applied Sciences Vol. 1 No. 5 (2023): November 2023
Publisher : MultiTech Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59890/ijsas.v1i5.735

Abstract

The teaching and learning of English syllables and stress are intricate processes influenced by a myriad of factors. This discussion explores significant determinants including linguistic background of learners, teacher competency and training, availability and quality of instructional materials, and learner motivation and attitude towards English pronunciation. The interference from mother tongue and familiarity with phonetic symbols play pivotal roles in how learners grasp phonological aspects of English. Similarly, teacher competency in phonology and pronunciation pedagogy, alongside the ability to model correct pronunciation, significantly impacts the effectiveness of instruction. The quality and cultural relevance of instructional materials, coupled with the integration of modern educational technology, enhance the teaching and learning experience. Moreover, learners' motivation and attitude towards English pronunciation are intertwined with their learning outcomes, underscoring the importance of fostering positive attitudes and high motivation. An integrated approach considering all these factors, supported by continuous professional development for teachers and a well-designed curriculum, is recommended to address the challenges associated with teaching and learning English syllables and stress. Through this holistic approach, a conducive learning environment promoting better understanding and mastery of English pronunciation can be established, ultimately improving the overall language proficiency of learners.
Effects of Mother Tongue Interference in the Learning of English Intonation Benjamin F.C. Nwokedi
International Journal of Sustainable Applied Sciences Vol. 1 No. 5 (2023): November 2023
Publisher : MultiTech Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59890/ijsas.v1i5.736

Abstract

The learning of English intonation by non-native speakers is a nuanced process significantly influenced by the interference of their mother tongue. This interference, often categorized under linguistic interference or language transfer, manifests in various facets of English language acquisition, including the critical aspect of intonation. Intonation, which encapsulates the variation in pitch while speaking, is integral to the effective communication and comprehension of spoken English. This study delved into the multifaceted impacts of mother tongue interference on English intonation learning, with a particular focus on how phonological and suprasegmental features of a learner's first language influence their ability to acquire and produce the correct English intonation. Through a review of existing literature and examination of practical examples, the study highlights the challenges faced by learners, especially in academic settings, and suggests potential pedagogical strategies to mitigate the negative effects of mother tongue interference. The findings underscore the necessity for a tailored approach in teaching English intonation to non-native speakers, taking into consideration the phonological characteristics of their mother tongue to foster a more conducive learning environment for mastering English intonation.
Co-Authors