An Examination of Assimilation in the Pronunciation of ESL Speakers among Selected NCE 1 Students of Isa Kaita College of Education, Dutsin-Ma, Katsina State

Cite this article as: Ibrahim, M. S., Haruna, H. H., & Isa, M. S. (2025). An Examination of Assimilation in the Pronunciation of ESL Speakers among Selected NCE 1 Students of Isa Kaita College of Education, Dutsin-Ma, Katsina State. Zamfara International Journal of Humanities, 4(1), 179-192. www.doi.org/10.36349/zamijoh.2025.v04i01.017.

AN EXAMINATION OF ASSIMILATION IN THE PRONUNCIATION OF ESL SPEAKERS AMONG SELECTED NCE 1 STUDENTS OF ISA KAITA COLLEGE OF EDUCATION, DUTSIN-MA, KATSINA STATE

By

IBRAHIM, Mannir Safana, Ph.D

Department of English, Al-Qalam University, Katsina, Katsina State – Nigeria

And

HARUNA, Hamisu Hamisu

Department of English, Al-Qalam University, Katsina, Katsina State – Nigeria

And

ISA, Muhammad Sulaiman, Ph.D

Department of Education Foundations, Kampala International University, Uganda

Abstract:

Assimilation is something which varies in extent according to speaker rate to style commonly found in rapid or casual speech which becomes a problem due to the inability to realize how some sounds change their character and take the features of other sounds. This problem is manifested in terms of the students’ pronunciation and their inability to use assimilation appropriately. It is against this background that this study examines the effects of assimilation in the pronunciation of ESL speakers among students of Isa Kaita College of Education, Dutsin-Ma, Katsina State. Error Analysis developed by Corder and Colleagues in 1960s was employed as the theoretical framework of the study. The study used stratified proportionate random sampling to select 48 participants out of 55 from whom data was collected through Oral Test. The data were presented and analyzed using simple percentage and frequency techniques. The study reveals that ESL students use little or no assimilation as a result of mother tongue interference and inadequate knowledge of phonological processes especially assimilation noticeable in rapid speech. The study concludes that assimilation which can occur within word boundaries or within a word is a phonological process in which one sound becomes more like a nearby sound due to the involvement of several articulators in producing a speech sound which are not capable of moving instantaneously.

Keywords: Phonology, Assimilation, Pronunciation, Sounds, Phonological Process.

Introduction

Phonological processes are situations that happen in speech sounds and affect them during articulation. The affected sound reveals changes in the manner of articulation, the place of articulation and, or voicing (Samwel and Nyamwala, 2022). These processes are a normal part of language development and help children produce speech sounds that are easier for them to say (Vollmer, 2020). Phonological processes occur when the surface realization appears to be different from its counterpart which is the underlying representation. This happens when some sounds are deleted during articulation or where there is a change of the original sound with a different sound. Phonological processes are many, but this study will look into assimilation in the pronunciation of ESL speakers. Nel & Müller (2010) and Haruna (2017) have postulated that non-English speaking students whose mother-tongues are African languages prefer to be taught in English particularly at university, no matter if it takes longer to learn in the second language (L2) than in the mother tongue.

Assimilation is a phonological process in which one segment takes on the feature of another within its environment (McCarthy and Smith, 2003). Assimilation usually occurs in double consonants as a result of two sounds sharing common features in place or manner. Thus, assimilation of consonants occurs when a consonant takes on features of another one. For instance, the sound /n/ becomes /m/ in certain environments. It is, however, believed that assimilation varies in extent according to speaking rate and style; it is more likely to be found in rapid, casual speech and less likely in slow, careful speech (Roach, 2009). Moreover, it occurs either across word boundaries or within a word. If it occurs within a word, the resultant pronunciation is the only possible standard, as in ‘pens’ /penz/. In other words, Assimilations, as Crystal (2011) indicated, may be of two types: partial and full assimilations. In a simple case of assimilation, features of adjacent sounds may combine together, and in this medium one of the sounds may not be pronounced (Edwards, 2003). According to Collins and Meesi (2013), in many cases of assimilation, there is a bidirectional exchange of articulatory traits and that’s why assimilations can occur as progressive and regressive types. Similarly, Knight (2012) claims that assimilation is very common in connected speech; therefore, connected speech processes have the potential to cause misunderstandings via sound assimilations. Assimilation is a potential problem-causer in teaching pronunciation (Burleig, 2011; Collins & Meesi, 2013; Crystal, 2011; Edwards, 2003; Haruna & Isa 2024; Knight, 2012; Roach, 2009).

Therefore, assimilation is a process found in all languages which causes speech sounds to be modified in a way which makes them more similar to their neighbours (Jones, 2011). A well-known example is that of English alveolar consonants such as /t/, /d/, /n/, which, when they are followed by a consonant which does not have alveolar place of articulation, tend to adopt the place of articulation of the following consonant. Thus the /t/ at the end of ‘foot’ /fʊt/ changes to /p/ when followed by /b/ in the word ‘football’, giving the pronunciation /fʊp.bↄ: l/. A similar case is the assimilation of /s/ to a following /ʃ / or / j /, resulting in the pronunciation of ‘this ship’ as /ðɪʃɪp/ and ‘this year, as /ðɪʃ. jə/ ( Jones, 2011). Bdliya (2021) is on the opinion that assimilation is one of the phonological processes that are found in rapid casual connected speech. It is the tendency for a sound to be made more like the surrounding sounds. Assimilation is something which varies in extent according to speaker rate to style. It is more common to be found in rapid casual speech. Sometimes the difference caused by assimilation affecting consonants. For example, in the word newspaper, which is a compound of news /nju:z/ and paper /peɪpə/ it is pronounced as /nju:speɪpə/. Thus, as individual sounds the /s/ in ‘news’ is voiced but  when used in connected speech or influenced by the adjacent consonant /z/ now becomes voiceless one /s/ due to the influence of its surrounding sound which is also voiceless.

Review of Related Literature

Assimilation is a very common phenomenon in every human language including English (Dawood and Atawneh, 2015; Haruna et al., 2018; Kaura et al., 2024; Ladefoged, 2003; Ladefoged and Johnson, 2011). It is, according to Crystal (2011), a general term in phonetics which refers to the influence exercised by one sound segment upon the articulation of another, so that the sounds become more alike, or identical. It is also the process of modification of a sound in its neighbourhood. This process results in making a smoother, more effortless and more economical transition from one sound to another. It is a process through which a sound acquires the features of its neighbouring sound, whether partially or total assimilation. Assimilation is also a phenomenon whereby a sound takes the features of a neighbouring sound (Bobda and Mbangwana, 2008; Brown, 2006). Osisanwo (2009) is of the opinion that assimilation is the process of becoming part of more like something greater or the process in which one group takes on the cultural and other traits of a larger group. Sociologically, assimilation has been defined as a multidimensional process of boundary reduction and brokering which blurs or dissolves an ethnic distinction and the social and cultural differences and identities associated with it (Alba and Nee, 2003).

Furthermore, Trask (2000) views that assimilation is any of different phonetic or phonological processes in which one segment seems more alike to another one in the same word or phrase. For instance, the pronunciation of ten pence as /tem pens/, in which /n/ assimilates in place to the following /p/. Similarly, Yavas, 2016; Lorenz, 2013 and Yule, 2010 suggest that assimilation is a matter of effect of a speech sound by the surrounding sound(s) to become more identical. Deng and O’Shaughnessy (2003) confirm that assimilation is a phonological process where one or more features of a segment change their values to match those of a neighbouring segment. Such a feature change is also called feature “spreading”. Assimilation is particularly common in the case of nasal sounds (McMahon, 2002). A common observation is that assimilation varies in extent according to speaking rate and style. Assimilation is more likely to be found in rapid, casual speech and less likely in slow, careful speech (Roach, 2012, p. 110). Since fluent English is generally spoken at a faster rate, English accommodates more assimilation of sounds. Another observation is that assimilation takes place either across word boundaries or within a word. Assimilation within a word gives rise to what becomes the standard pronunciation of the given word (Skandera and Burleigh, 2011). Cruttenden (2014) concludes that assimilation at boundaries, like those within words, may be simply of an allophonic type; or they may be such of an extent that an alternation of phonemes is involved, when distinguishing the pronunciation of a word in isolation with its pronunciation in a certain context.

Meanwhile, as far as the types of assimilation are concerned, assimilation comes in various forms. In this regard, Skandera and Burleigh (2011) divide assimilation in terms of four categorizations, based on the distance between the two sounds involved (contiguous and non-contiguous assimilation), the direction of the influence exerted (progressive and regressive assimilation), the particular distinctive feature affected (assimilation of intensity, place and manner), and the degree to which one sound assimilates to another (total and partial assimilation). Fallon (2002) and Kriedler (2001), in their view, classify assimilation into three types: total assimilation, partial assimilation and single-feature assimilation. Besides, Minkova and Stockwell (2009) mention that assimilation can be distinguished in terms of the target (voicing, place, or manner of articulation), the direction (right to left and left to right), and the scope of the resulting similarity (partial and full). Similarly, Osisanwo (2009) is of the view that assimilation helps to maintain musicality or rhythm, sound smoothly produced in utterances and makes them pleasing to the ear. It ensures that differences between sounds are enhanced so that a sound becomes more auditorily distinct, make speech perception easier.

Therefore, assimilation is a phonological process observed across languages where a sound segment affects the features of its adjacent sound—preceding or following segment—in sequence, within a word or between words (Autores, 2008; Celce-Murcia et al., 2010; Crowley and Bowern, 2010; Fromkin et al., 2014; Groll et al., 2021; Haruna et al., 2024; Knight, 2012). Sound segments in words and phrases may affect each other in various ways. The affected sound segment may undergo a change in its place of articulation, manner of articulation, or in voicing. Thus, it may be place assimilation, manner assimilation, or voicing assimilation (Jansen, 2007).

Empirical Review

There has been a continuous stream of research in this prolific area in phonetics and phonology, in native as well as non-native English settings. Researchers have focused attention on the assimilation of place, manner, and voicing in English in general and on the assimilation behaviour of nasals in particular (Colantoni et al., 2023; Koffi and Schwintek, 2023; Singh and Cheng, 2023). Phonological assimilation has been studied cross-linguistically (Hansson, 2001; Rose and Walker, 2004, among others) especially across word boundaries. For instance, Bouavichit (2014) investigated the effect of segmental and prosodic on intervocalic voiceless stop reduction in connected speech that conditions the reduction in everyday speech as it affects silent stopping in American English. The study output showed a lack of a clear reduction among the voiceless. Also, Daana (2018) investigated phonological development and phonological process of speech of an English-Arabic Bilingual Child in Jordan and it was found that phonological process such as regressive and progressive assimilation, substitution, and metathesis happened in the child’s production of English and Arabic sounds.

Meanwhile, Bouavichit (2014) investigated the effect of segmental and prosodic on intervocalic voiceless stop reduction in connected speech that conditions the reduction in everyday speech as it affects silent stopping in American English. The study output showed a lack of a clear reduction among the voiceless. Furthermore, Zuraiq and Zhang (2006) investigated consonantal assimilation in Jordanian Arabic (JA) and found out that place assimilation is always regressive. They also reported that alveolars and postalveolars undergo assimilation if the sonority of the consonants already matches, and that coronal obstruents but not velar obstruents. Similarly, in a research conducted by Al-Deaibes (2016) on the phonetics and phonology of assimilation and germination in Rural Jordanian Arabic, in this study it has been found out that the definite article undergoes total assimilation when followed by a coronal consonant.

Theoretical Framework

Error Analysis developed by Corder and Colleagues in 1960s was employed as the theoretical framework in this study. Error Analysis is one of the major topics in the field of second language acquisition research. Errors are an integral part of language learning. The concept behind error analysis is that mistakes made by bilingual students while writing in English is found to be systematic and may reveal information about their interlanguage, a linguistic system that learners of both languages develop while acquiring a second language. According to the theory of interlanguage, the communication system in interlanguage is distinct from both the first and target languages rather than merely reflecting either one (Kenkel & Yates, 2009). This idea forms the basis for error detection, which aims to identify errors unique to the interlanguage system (Watcharapunyawong & Usaha, 2012). The learner of English as a second language is unaware of the existence of the particular system or rule in English language. The learner’s errors have long been a matter of interest to second and foreign language researchers. The basic task of error analysis is to describe how learning occurs by examining the learner’s output and this includes his/her correct and incorrect utterances.

However, Error Analysis brings a positive impact on learners’ second language learning. It provides a platform and opportunity for second language learners to be more proficient of the language. Teachers can identify the specific error patterns (McDowell & Liardet, 2020) and teach ESL learners the strategies to overcome the errors. When learners are aware of their mistakes, they will avoid repeating it in the future. ESL learners are able to pay attention to both the particular errors and the other features of the target language (Umer et al. 2018; Mohamed and Ali, 2017). The effectiveness of English proficiency can be achieved through the identification, categorisation and analysation of prominent errors made by ESL students (Sitorus & Sipayung, 2018; Zafar, 2016). It assists to enforce their memory, enhance their language skills, as well as improve their strengths and weaknesses (Ngan & Yen, 2018). Error Analysis, a branch of Applied Linguistics which emerged in the sixties, reveals that learner errors were not only because of the learner’s native language but also they reflected some universal strategies.

Methodology

The research methodology adopted in this study includes the following: research design; population; sample and sampling technique; instrument for data collection; method of data collection; and method of data analysis. The type of data required in this study, is that of the students’ ability to engage in a rapid speech and see how the ESL speakers are competent in their use of ‘Assimilation’ in pronunciation. In this study, the researcher applied descriptive research because there is need to describe the extent of assimilation and its effects in the pronunciation of ESL speakers.

The sample population of this study is 48 NCE I students randomly selected from the target population. The justification for this sample is in line with Kreycei and Morgan (1970) that a population of 55 has a sample size of 48 (Sulaiman & Hamisu, 2023). And the sampling technique employed for this research is stratified proportionate random sampling, due to the fact that the study population comprises a number of sub-groups and selections are based on proportion to the size of the population. The major instrument used for this study is oral test, where the same number of questions at words and phrases were used for all the respondents. Questions for the oral test (in form of words and phrases), were designed to find out whether this phonological process – ‘assimilation’ can be realized in the pronunciation of ESL speakers (NCE I Students). The respondents were given words and phrases individually. Each respondent was asked to pronounce the words and phrases in order to find out the presence or absence of assimilation in their pronunciation. The oral test was structured in a way that the words and phrases were written, followed by the number of respondents who attended the test. The signs plus (+) and minus (-) assimilation were used by the researcher to indicate whether the phonological process in question is realized or not. So, where this process is realized, it is indicated with plus (+) assimilation and where it is not, it is indicated by using minus (-) sign.. At the end of the test, the total number of plus and minus assimilation was recorded for analysis of this research.

Since oral test is the instrument applied for collection of data for the purpose of this study, the researcher used android phone to record the session (Oral Test) for reference and it was done to enable the researcher capture those basic aspects of the text. In other words, the researcher pays attention to the pronunciation of the respondents so as to find out whether this phonological process- ‘assimilation’ is realized or not. At the end of the exercise, the total number of ‘plus’ and ‘minus‘(‘+’/’-‘) assimilation was recorded, so that it could be used for further analysis of this research. On the other hand, the statistical data were analyzed using simple percentage.

Data presentation and Analysis

This section is mainly concerned with presentation, analysis and interpretation of data, discussion and findings. The presentation of data collected is presented in the tables below. Each table is followed with an analysis.

Assimilation

Table 1: Directionality in Assimilation (particularly ‘Regressive Assimilation’)

Words used	Pronunciation (Assimilation)	Responses Made	No. of Plus (+) Assimilation	No. of Minus (-) Assimilation	No. of Plus (+) & Minus (-) Assimilation	Total Percentage
-control -consume -compel -combine	/kǝn’trǝʊl/ /kǝn’sju:m/ /kǝm’pel/ /kǝm’bain/	/kɒn’trǝʊl/ /kɒn’trǝl/ /kwan’ trǝʊl/ /kɒn’zʊm/ /kɒn’sʊ:m/ /kǝn’zʊm/ /kɒn’zʊmǝ/ /kɒn’zɪm/ /kɒm’fel/ /kɒn’feɪl/ /kɒn’fʊl/ /kɒm’pel/ /kɒn’bain/ /kɒm’bɪn/ /k ǝm’baɪn/	22.9%	64.6%	12.5%	100%

As indicated in table 1, 22.9% of the respondents were able to pronounce the words with correct assimilation, while 64.6% pronounced without assimilation, and 12.5% got an average pronunciation. This is as a result of Mother tongue interference which is the language a person acquires in early years of language development and which normally becomes his/her natural instrument of thought and communication” Aliu (2003).

Table 2: Voicing Assimilation

Words used	Pronunciation (voice) Assimilation	Responses made	No. of Plus (+) Assimilation	No. of Minus (-) Assimilation	No. of Plus (+) & Minus (-) Assimilation	Total Percentage
-roses /rǝʊz-ɪz/ -bells /bel-z/ -dogs /dɒgs/ -rises /raɪz/ɪz/ -talks /tɔːks/ -hates /heɪts/	Some end with [-s] plural markers, others [-z], -[iz] as in /dogs/, /bel-z/ and /raiz’iz/ Note: plural makers concerns the situations whereby ‘s’ sounds ‘z’ if the ending consonant is voiced, but remains ‘s’ when the ending consonant is voiceless	/rǝʊsɪs/ /rɒsɪs/ /rɒs/ /rɒzɪs/ /bels/ /beɪls/ /baɪls/ /dɒgs/ /dɒg/ /dʌgs/ /dægs/ /rɪsɪs/ /rɪs/ /rǝɪsɪs/ /rǝɪzɪs/ /rɒzɪs/ reɪz/ /tǝlks/ /tells/ /tɒlks/ /tǝlk/ /tɒlk/ /heɪts/ /hɪte/ /hɪde/ /hit/ /hæt/ /heǝd/	50%	44%	6%	100%

As shown in table 2, 50% of the respondents’ pronunciations have correct assimilation, 44% lack correct assimilation in their pronunciation while 6% use average assimilation in their pronunciation. That is, they do not have full grasp of assimilation (the process is not missing completely in their pronunciation). Meanwhile, the respondents displayed what is presented in the data analysed in table 4.1.2 under voice assimilation, where the suffix agrees in voicing. For instance, the /-z/ suffix, where it is the noun plural markers as in ‘dogs’, ‘bells’, etc. or the third person singular present tense suffix (-s) e.g. ‘see’ –‘sees’, ‘come’- ‘comes’, ‘make’ –‘makes’, etc. and (-iz) occurring with words such as ‘rise’ – ‘rises’ , ‘rose’ – ‘roses’, ‘lose’ – ‘loses’ etc. Findings from this study presents a contrast with the findings of Zuraiq and Abu-Abbas (2009) who report that Arab learners of English choose not to apply consonantal assimilation, neither at a slow speech rate, nor at a fast speech rate.

Table 3: Partial or Total Assimilation

Words used	Pronunciation	Responses made	No. of Plus (+) Assimilation	No.of Minus (-) Assimilation	No. of Plus (+) & Minus (-) Assimilation	Total Percentage
-impossible -irregular -immortal -illegal -irrevocable	/ɪm’pɒsǝbl/ /ɪ’regjǝlǝ(r)/ /ɪ’mɔːtl/ / ɪ’li:gl/ /ɪ’revǝkǝbl/	/ɪmpɒsɪbl/ /ɪmp ɜːsǝbl/ /ɪmpɒsɪbɪl/ /ɪrɪgʊlǝ(r)/ /ɪrrɪgjʊlǝ(r)/ /ɪregʊlǝ(r)/ / ɪmmɒtæl/ /ɪmɒtel/ /ɪmmɒrɪtǝl/ / ɪmɔːtǝl/ /ɪlegǝl/ /ɪllegæl/ /ɪllɪƷǝl/ /ɪrrɪbɒkǝbl/ /ɪrɪbǝkǝbl/ /ɪrɪbɒkebl/ /ɪrrɪkǝbl/ /ɪrɪbɒketɪbl/	16.7%	60.4%	22.9%	100%

Table 3 illustrated that 16.7% were able to pronounce the words with correct assimilation, while 60.4% pronounced the words without correct assimilation, and 22.9% are within average in their pronunciation. One significant observation from the data collected is that ‘consonants’ are mostly affected in this the aspect of assimilation. But for the ‘vowels’ it is very rare. An instance of this is shown in most of the words used for the research. For example, consonants reflected in tables 1, 2 and 3. Similarly, the respondents’ problem of expression affects the realization of this phonological process- ‘assimilation’ as in table 1 where the data shows that, 64.6% of the respondents’ pronunciation has not shown such usage. The results of this study correlates with that of Aoyama et al. (2004) who examined whether perception of English /r/ is more susceptible to progress in perceptual assimilation than /l/ and posit that the Japanese perception of English /l/ and /r/ is an instance of two category assimilation, with both the English sounds being assimilated as instances of the Japanese /ɽ/.

Table 4: Features of Assimilation

Words used	Pronunciation Features of Assimilation	Responses made	No. of Plus (+) Assimilation	No.of Minus (-) Assimilation	No. of Plus (+) & Minus (-) Assimilation	Total Percentage
-skin cut -ten bikes -cut through -that person -bright colour -good night -that side -horse shoe	/skɪŋ kʌt/ /tem baɪks/ /kʌt θru:/ / ðæp p:sn/ /braiæk kʌlǝ/ /gʊn naǝɪt/ /ðæs saǝɪd/ (IPA) /hɔ:ʃ ʃu:/	/skɪn kɒt/ /skɪn kʌt/ /skɪn kjʊt/ /skɪn kjɪt/ /ten bǝɪks/ /ten bægs/ /ten bɪks/ /tem beks/ /ten bɪk/ /kɒt sʊrʊ/ /kɒt Ɵru:/ /kʊt tru:/ /kʊt trʊe/ /kɒt trɒ/ /zæt pesɪn/ /ðæt pƷ:sn/ /zǝp pƷ:sɪn/ /ðat breɪd/ /brɪng kʌlǝ/ /braɪt kɒlɔ:/ /brǝɪt klɒ/ /braɪt kælǝ(r)/ /gʊd nǝɪt/ /gɔ:d naɪt/ /gu:d najɪt/ /ðǝt sǝɪd/ /zet saɪd/ /ðǝs saɪd/ /zat sajɪd/ /hɒs ʃʊ/ /hɔ:s ʃʊǝ/ /hɔ:ʃ  ʃu:/	37.5%	54.2%	8.3%	100%

As portrayed in table 4, 37.5% of the respondents pronounced the phrases with correct assimilation while 54.2% pronounced the phrases without correct assimilation, and only 8.3% are within average. Thus, the issue of pronouncing words and phrases to show the extent of assimilation, as shown in the tables, reveals that 64.6%, 60.4% and 54.2% as shown in tables 1, 2 and 3 of the students which are almost more than half of the total percentage show inadequate use of appropriate assimilation in the pronunciations of the respondents.

Discussion

The data collected reveal numerous phonological errors or deviations in terms of ‘assimilation’. Thus, from the responses of this study, examples of phonological processes found or not found in the aspect of assimilation, ‘mother tongue interference’ plays a vital role. The mother tongue of the respondents is predominantly Hausa. There is need to reflect back to the data collected where we have seen a significant percentage of respondents particularly in tables 1, 2, 3 and 4 show the impact of mother tongue interference in their pronunciation . For example, in words such as ‘compel’ where they substituted the /p/ with /f/, ‘irrevocable’ where /v/ is replaced with /b/, ‘cut through’ where /Ɵ/ is changed with /t/, ‘that person’ where /ð/ is substituted with /z/ which the same observed in ‘that side’ etc. This correlates with a study conducted by Marianne (2011) on Investigating the Asymmetry of English Sibilant Assimilation. The study found that both sequences show regressive assimilation, this may have led to the evolution of an optional occurrence of complete assimilation for final /s/ followed by initial /ʃ/. A similar study was conducted by Jongho (1995) on Perceptual and Articulatory Factors in Place Assimilation. The results indicate that gestural reduction plays the decisive role in the perceptual loss of the target in place assimilation; and that the reduction process is speaker-controlled.

Similarly, responses from the respondents in table 1 which represent 22.9%, table 2 represents 50%, table 3 represents 16.7% while table 4 represents 37.5% have shown clearly that most words pronounced by the NCE 1 students were with little assimilation due to mother tongue interference and misuse of assimilation. This is in line with a research conducted by Daana (2018) on Phonological Development and Phonological Process of Speech of an English-Arabic Bilingual Child in Jordan and it was found that phonological process such as regressive and progressive assimilation, substitution, and metathesis occurred in a child’s production of English and Arabic sounds. A related research was conducted by Al-Deaibes (2016) on The Phonetics and Phonology of Assimilation and germination in Rural Jordanian Arabic (RJA) and the results reveal that assimilation across morpheme boundaries behaves differently from assimilation across word boundaries in RJA.

Finding         

The study reveals that students pronounced English words and phrases with little assimilation as a result of self motivation (intrinsic motivation or they imitate their parents and teachers) due to mother tongue interference, respondents’ problem of expression, lack of knowledge of English pronunciation and phonological processes.

Similarly, students pronounced English words with very little deletion in their pronunciation due to the problem the students have with silent letters in the target words, lack of knowledge of English pronunciation and phonological processes, and poor attitude of the students towards pronunciation. Finally, their is negative impact of mother tongue interference in the pronunciation of the students as observed in their assimilation responses.

Conclusion

This research set out to examine assimilation in the pronunciation of ESL speakers among selected NCE 1 stusents. Assimilation is a phonological process in which one sound becomes more like a nearby sound due to the involvement of several articulators in producing a speech sound which are not capable of moving instantaneously. This can occur within word boundaries or within a word. Therefore, the major role assimilation plays in rapid or casual speech is to ease articulation. From the data collected and analyses, it was noticed that these aspects remain one of the problematic areas of phonology to ESL students. Their performance in pronouncing and producing the targeted features are far below average. This is a strong signal that there is need to pay attention to the rules guiding phonological processes as it simplifies the teaching of the phenomenon to students. Based on the result of the data analysis, the respondents have poor assimilation and deletion ability in pronunciation of the study words and phrases because many words are wrongly pronounced without assimilation and deletion. Their poor pronunciation was caused by mother tongue interference; the respondents’ problem of expression; problem of pronunciation; lack of knowledge of English pronunciation and phonological processes; impact of silent letters in the target words particularly on deletion; the difference that exist between; and the students’ poor attitude towards learning English pronunciation and English in general.

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