A Contrastive Study of English and Ịzọn Sound Patterns: Implications for Ịzọn English Bilinguals

This paper is a descriptive study of segmental and supra-segmental features of English and ？z？n languages as well as the interference that occurs in the spoken English performance of ？z？n English bilinguals. It investigates the differences in the sound systems of both languages that result in interference. Through the literature and by observation, the researcher noted alarming phonological errors or interference in the spoken English performance of ？z？n speakers. These errors are notable in the spoken performance of secondary school students, undergraduates, and even graduates. It is therefore emphasized that interference occurs as a result of systematic differences in both language systems and also, the level of exposure of the ？z？n speaker to oral English education. This work considers only segmental and supra-segmental phonology of both languages. This work is anchored on Jim Fledges Speech Learning Model and Contrastive Analysis. Contrastive analysis (CA) is an essential tool for identifying areas of difficulties that second language learners encounter. The application of this theory is triggered by the fact that it makes easy the learning of second language, as the features of both the first and second language are contrasted. In this study, it is discovered that there are differences between ？z？n and English segmental and supra-segmental features. It also revealed that English and ？z？n supra-segmental features are totally different. Although, it revealed that there are also a few similarities between the phonemes of both languages. On the area of supra-segmental, both languages carry out lexical functions: as both English stress and ？z？n tone are used to determine parts of speech. The consequence of these differences is that ？z？n learners of English find it difficult to learn English phonemes, stress and intonation. Through the application of CA as an instrument in the study, the researcher was able to: predict areas of difficulties encountered by ？z？n speakers who learn English, provide an explanation on why these difficulties crop up, proffer solutions to these problems, provide data that will be useful to teachers who teach ？z？n English bilinguals at all levels of instruction.