Exploring the Dynamics of Concept Maps in ESL Phonetic and Phonology: The Nigerian Case

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dc.creatorUba, Emmanuel, Onwuka, Edwin, Omidiora, Segun
dc.date2020-11
dc.date.accessioned2025-04-08T10:52:45Z
dc.descriptionThe traditional teaching strategies adopted by many phonology teachers in Nigeria are teacher-centric; students in this mode scarcely get the main idea, rarely interact with the supporting ideas, and seldom grasp the general message of the lesson.Consequently, the average Nigerian student studying English is scared of phonetics and phonology, such that it appears he or she necessarily have to divide his or her attention between the content of the lecture and interest cultivation. Thus, he or she finds it difficult to flow with the lesson as understanding is often sacrificed. It is for this reason that attention must be shifted to searching innovative approach to creating and sustaining learners’ interest in phonology. This paper, therefore aims to foreground the use of concept maps as alternative phonology teaching strategy.Based on reflective practice, the paper experiments with six concept maps, namely: the big question map, Venn diagram, web and details, equation block, segmented hierarchy, and sequence flow chart; with each tested against a specific phonetic and phonology topic as a way illustration. The paper concludes that concept maps are capable of stimulating students’ desire to learn phonetics and phonology.
dc.formatapplication/pdf
dc.identifierhttp://eprints.covenantuniversity.edu.ng/16679/
dc.identifier.urihttps://repository.covenantuniversity.edu.ng/handle/123456789/46710
dc.languageen
dc.subjectP Philology. Linguistics, PE English
dc.titleExploring the Dynamics of Concept Maps in ESL Phonetic and Phonology: The Nigerian Case
dc.typeArticle

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