The Impact of Language Laboratory Instructions on the Teaching of Phonetics and Phonology

Abdulmalik Usman, Adamu Usman

Abstract


Phonetics and phonology are crucial for mastering the sounds and rhythms of a language, which are foundational for effective communication. Despite the critical role of phonetics and phonology in language learning, traditional teaching methods employed in many educational institutions may not adequately harness students’ potential abilities in pronunciation.  These traditionally-oriented approaches often lack the interactive and practical components necessary for effective learning and application of phonetic and phonological concepts, hence the need for a paradigm shift to a more vibrant and dynamic method of language laboratory instructions. Therefore, the present study was designed to investigate the impact of language laboratory instructions on the teaching of phonetics and phonology. The research adopted quasi- experimental research design and guided by Communicative Language Teaching (CLT) (Richards & Rodgers, 2001) and Vygotsky’s Sociocultural Theory (1978). Participants were drawn from level II students enrolled in phonetics and phonology courses at Adamu Tafawa Balewa College of Education Kangere. A total of 100 students were selected as participants using a systematic random sampling technique and divided into experimental and control groups. Data were collected through pretest, posttest and questionnaire instrument. The findings revealed that there was no significant difference between the groups at pretest, confirming initial equivalence. After the intervention, the experimental group significantly outperformed the control group on the posttest, even after controlling for pretest performance. The experimental group demonstrated significantly higher retention than the control group, with a large effect size. The findings strongly support the conclusion that the use of the language laboratory significantly enhances the teaching and learning of phonetics and phonology among student-teachers at Adamu Tafawa Balewa College of Education Kangere. The paper suggests that language laboratory should be regarded as a central, not peripheral, element in the teaching of phonetics and phonology in Nigerian Colleges of Education. 


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