FACULTY OF EDUCATION
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Item Influence of Mother Tongue Interference on Senior Secondary School Students' Articulation of English Sounds in Ibadan North Local Government Area(2019-06) Akinsola I. T.; Olaosebikan T. O.This study investigated the influence of mother tongue (Yoruba) interference on secondary school students' articulation of English sounds in Ibadan north local government area of Oyo state. The study adopted a descriptive qualitative research design. Two public secondary schools were randomly selected in Ibadan North and five students, whose mother tongue is Yoruba and who accepted to participate in the study, were purposively selected from each school. Ten (10) purposively selected students took part in this study. English Sounds' Pronunciation Passage (ESPP) was used for data collection. Students 'pronunciations were tape-recorded and transcribed accordingly for content analysis. This was used to answer the two research questions raised. Findings, thus, revealed that students found it difficult to articulate English consonant (/z/JY\/,/d/,/0/,/v/) and vowel (73 • /,/a/,/a:/,/A/,/D ■ IJcel,/i:IJ.3 ■ /Ju:/,/S\/,/i3/,/ei/Jdtd/,/Za/,to3/,/la/) sounds correctly because of interference from their mother tongue (Yoruba). Hence, the sound system o f the students' first language (Yoruba), to a great extent, negatively influenced their articulation o f English sounds. It was, therefore, recommended, among others, that teachers should lay more emphasis on the areas o f differences in English and Yoruba sounds while teaching oral English in classes where majority o f students are Yoruba native speakers.Item Awareness of Sustainable Development Related Themes in Selected African Literature-in English Texts among Senior Secondary School Students in Nigeria(2023) Olaosebikan T. O.; Akinsola I. T.This study, hinged on the tenets of the sociology of Literature, examined the portrayal of themes related to Sustainable Development Goals (SDGs, henceforth) in two (Lonely Days and Harvest of Corruption) African Literature-in-English texts recommended for Nigerian senior secondary school students from 2016-2020. The purpose of the study was to investigate students’ awareness of the SDGs-related themes that are portrayed in the selected text. The study adopted a mixedmethods research design. Quantitative data were collected from 150 Literature-in-English students, using a Questionnaire on Students’ Awareness of Sustainable Development Themes in Literaturein-English Texts (r = 0.73 and analysed using descriptive statistics. The two selected texts were also analysed thematically. Findings revealed that students’ awareness of the sustainable development themes in the texts was low despite the high portrayal of such themes (corruption, unemployment, justice, women’s subjugation and inequality, women’s economic independence,empowerment, and environmental degradation) in the texts. It was recommended that Literaturein-English teachers should emphasise the themes students and the citizenry at large could learn from the prescribed texts.