Relevant bibliographies by topics / Nigerian English

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Nigerian English'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 July 2024

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Journal articles on the topic "Nigerian English"

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Oyebola, Folajimi, and Ulrike Gut. "Nigerian newscasters’ English as a model of standard Nigerian English?" Poznan Studies in Contemporary Linguistics 56, no. 4 (December 1, 2020): 651–80. http://dx.doi.org/10.1515/psicl-2020-0022.

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Abstract The aim of this study is to investigate whether the form of English spoken by Nigerian newscasters enjoys the status of a standard in Nigeria. The study employs a verbal guise test and a questionnaire to measure the attitudes of 137 Nigerian participants towards the variety of English used by Nigerian newscasters. The findings show that an exonormative orientation is still present in Nigeria: both British and American English accents are preferred over a Nigerian one for Nigerian newscasters, and a British accent is perceived to be more prevalent than a Nigerian one in Nigerian newscasting. However, the results of the verbal guise test demonstrate that there are very positive attitudes towards all Nigerian newscasters’ accents. The results also show that neither gender nor a stay abroad has a significant effect on Nigerians’ attitudes towards newscasters’ English, but that the age group of the participants significantly influences their evaluations: the older participants rated the newscasters’ English accents higher than the younger ones. Overall, the findings of the study suggest a limited potential of Nigerian newscasters’ English becoming a model of English in Nigeria, as British English as an exonormative norm seems to continue to play a major role.
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Onwuemene, Michael C. "Limits of Transliteration: Nigerian Writers' Endeavors toward a National Literary Language." PMLA/Publications of the Modern Language Association of America 114, no. 5 (October 1999): 1055–66. http://dx.doi.org/10.2307/463464.

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The multiethnic and multilingual character of Nigeria compelled the country's writers to use some form of English, but standard imperial English was not long acceptable to patriotic Nigerians. So Nigeria must develop for its literature an English whose norms were created by Nigerians in response to the special circumstances in their country. Such an English (Nigerian Pidgin) existed at the time of independence, but because it was maligned, the first generation of Nigerian writers sought a more respectable English literary medium. Hence they devised the strategy of “transliteration”—introducing ethnic-language tropes and idioms into the English text. But transliteration was a flawed approach, and its literary output, in a language only marginally different from imperial English, remained inappropriate in Nigeria. Even so, the strategy served the desired goal by demystifying standard English. As a result, Nigerian Pidgin is coming into its own as a literary medium, and Nigerian writers are taking greater liberties in their reconstitution of English.
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Olasheu, Muideen Anuoluwapo, and David Olorunsogo. "A Pedagogical Perspective to Semantic Features of Nigerian English." Lingual: Journal of Language and Culture 13, no. 1 (May 17, 2022): 47. http://dx.doi.org/10.24843/ljlc.2022.v13.i01.p06.

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The study examined the semantic manifestations of English words in the Nigerian contexts and the implications for teaching in Nigerian secondary and primary education. The data for this study were obtained from Roger Blench’s (2005) Dictionary of Nigerian English (DNE) and Corpus of Global Web-Based English. While lexical items were culled from the dictionary, the contextual usages of the words which were drawn from the dictionary were gathered through the Corpus of Global Web-Based English. Using a lexical semantic approach, the study compared Standard English and Nigerian English by accounting for semantic shifts, semantic extensions, and morphologically marked neologisms in Nigerian English. Nigerians rarely utilize NE words that represent complete semantic shifts from BrE meanings. Unlike the 'total shift' situation, there is a disparity in the general usage of words to manifest NE extended meaning. The conclusion from the study is that, as it is evident that the English spoken in Nigeria is not the same as British English or American English, examination bodies’ insistence on BrE and AmE is futile and unreasonable. Nigerian English should be recognised by examination agencies; it should be developed and adopted as the Language of pedagogy for primary and secondary education in Nigeria.
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Owolabi, Dare. "Potential words in English: examples from morphological processes in Nigerian English." English Today 28, no. 2 (May 17, 2012): 47–50. http://dx.doi.org/10.1017/s0266078412000156.

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It is now common knowledge that the English language has become part of Nigeria's linguistic family, albeit as a second language that has been ‘home-grown…adapted and tamed to suit the Nigerian environment’ (Adegbija, 2004: 19). Summarizing Alamin A. Mazrui (2004), Akere (2006: 9) describes this domestication as ‘the transformation of English as an alien medium, to make it respond to local imagery, figures of speech, sound patterns and the general cultural milieu of the region’. This has been the practice of many writers where English is the colonial masters' language and is now adopted as a second language, but with ‘local colour’, as noted by Emenyonu (2006: xi). This dynamic and creative variety has helped Nigerians express their world view in a more international medium. In addition, there are more ‘pragmatic’ sub-varieties, including what Omolewa (1979: 14–15) calls ‘working English’. This is, however, different from the widespread Pidgin English, which continues to serve as the linguistic bridge across the linguistic Babel of Nigeria. While Pidgin is greatly influenced by the immediate local languages, thus making uniformity difficult to achieve, the emerging Nigerian English (henceforth NE) is not as heavily dependent on indigenous local languages. According to Igboanusi (2002: 4), ‘NE has its origin in British English, and the lexicon of NE has therefore shown a strong British influence.’ In other words, while Pidgin is common among the uneducated and spoken by the educated when necessary, NE is spoken by the educated and the level of education determines the variety of NE used by individuals. NE should be seen as an autonomous variety, showing acceptable departures from the rules of standard diction, pronunciation and grammar. The contact of English with indigenous languages in Nigeria is bound to lead to greater deviation from the standard in the future. Since Nigeria has one of the largest populations of speakers of English as a second language in the world (Akere, 2009; Jowitt, 2009), this is bound to have implications for English as a global language.
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E. I., Margaret, and Joseph I. O. "An Enquiry into the Nigerianism in Nigerian English." International Journal of Literature, Language and Linguistics 7, no. 1 (May 17, 2024): 145–54. http://dx.doi.org/10.52589/ijlll-5ww1jex0.

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This study seeks to examine the Nigerianism in Nigerian English in order to gain a better understanding of the English language in Nigeria. Specifically, it will investigate how Nigerian English has developed and what aspects of Nigerian language and culture have influenced it. In doing so, it will provide insight on the role of Nigerian English in the larger Nigerian context, as well as the broader international context. It will also review the sociolinguistic features of the Nigerian varieties of English in the area of phonology. The findings of this research are expected to provide a deeper understanding of the English language in Nigeria and its functionality within the Nigerian context. It is hoped that the results of this study can be used to inform and guide the development of future language policies in Nigeria. This study will also provide a valuable contribution to the existing body of research into the development of English and language in general.
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Tsokwa, Maggai, Martha Joda, and Joyce L. Laguma. "LINGUISTIC INVENTIVENESS AND LEXICOGRAPHIC ANALYSIS OF SELECTED ENGLISH CORPORA IN THE POLITICS OF GRAMMAR NEWSPAPER COLUMNS." Ahyu: A Journal of Language and Literature 2 (December 4, 2018): 113–19. http://dx.doi.org/10.56666/ahyu.v2i.85.

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From the first published English Dictionary till today, words formation and inclusion into the dictionary subsequently follows a pattern that new words has to be socially accepted within a system and its meaning cut across significant numbers of users. Apart from native English speakers, English words also emanate from second Language speaking countries like the America and Nigeria. This study examines to what extent are words invented from Nigeria get acceptable into the English lexicon and global English linguistic copra as it's happens to American invented words? Using The Politics of Grammar column in Daily Trust newspaper in Nigeria, the study found that there are newly invented words by Nigerians which expand the semantic boundaries of conventional and phone communication in Nigeria. As newly invented words like unfriend, sexting, funemployed deleb found their ways into the American linguistic copra, so also Nigerians expects words like flash, sequeal, co-wife or co-wives, naming ceremony, chewing stick, pounded yam disvirgin to be added to lexicon of English copra as a result of their general acceptability and long usage over time. With the orthodox nature of native English reservation which leads to the invention of second language English Dictionary in America, Nigerian English coinage, blend and neologism can only be documented if they are accepted as conventional to us. The study recommends the need for Nigerian English Dictionary for documentation of words invented in this part of the world.
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Nimram, Mary Daniel, Obins Isaac Nuhu, Blessing Saina’an Lagan, Asheazi Diana Ponsak, and Daniel Nanlir Nimram. "Translation Equivalents in Nigerian English and Ghanaian English." European Journal of Theoretical and Applied Sciences 1, no. 6 (November 1, 2023): 1170–80. http://dx.doi.org/10.59324/ejtas.2023.1(6).113.

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This research is an analysis of the translation equivalents in Nigerian and Ghanaian Englishes. Translation equivalents refer to manifestations of mother tongues interferences in which lexical items are substituted literally from other local languages to English language. This study discusses the data from ICE Nigeria and Ghana respectively that reflect mother tongue interferences. All the data were purposively drawn from International Corpus of English (ICE) Nigeria and (ICE) Ghana components. A total of thirty-nine expressions constitute the data for analysis in this study. An eclectic framework of language interference, transfer and language variation and change is used for analysis. The analyses are in three levels: sociolinguistic, semantic and corpus based. This study identifies some distinctive NE and GhE lexical items from ICE Nigeria and Ghana with their meanings. Examples include “raise voice and no light” (NE) and “feel the rain and kill time” (GhE). The translation equivalents in NE are majorly as a result of the influence of the Nigerian indigenous languages: Igbo, Yoruba and Hausa languages, among others. That of GhE is greatly influenced by the Akan, Ewe and Ga languages. The study reveals that translation equivalents in both varieties of English are quite related.
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Gut, Ulrike. "Nigerian English prosody." English World-Wide 26, no. 2 (June 14, 2005): 153–77. http://dx.doi.org/10.1075/eww.26.2.03gut.

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Nigerian English (NigE) prosody has often been described as strikingly different from Standard English varieties such as British English (BrE) and American English. One possible source for this is the influence of the indigenous tone languages of Nigeria on NigE. This paper investigates the effects of the language contact between the structurally diverse prosodic systems of English and the three major Nigerian languages. Reading passage style and semi-spontaneous speech by speakers of NigE, BrE, Hausa, Igbo and Yoruba were analysed acoustically in terms of speech rhythm, syllable structure and tonal structure. Results show that NigE prosody combines elements of intonation / stress languages and tone languages. In terms of speech rhythm, syllable structure and syllable length, NigE groups between the Nigerian languages and BrE. NigE tonal properties are different from those of an intonation language such as BrE insofar as tones are associated with syllables and have a grammatical function. Accentuation in NigE is different from BrE in terms of both accent placement and realisation; accents in NigE are associated with high tone. A proposal for a first sketch of NigE intonational phonology is made and parallels are drawn with other New Englishes.
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Obiorah, Kenneth Ekezie. "The Role of Nigerian Indigenous Languages in Covid-19 Discourse." Journal of Language and Health 2, no. 2 (October 3, 2021): 43–52. http://dx.doi.org/10.37287/jlh.v2i2.514.

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Nigerian Indigenous languages are quintessential to the modus operandi of communication in Nigeria. The indigenous languages are dominated by English language which is a lingua franca in Nigeria. Since the broke out of COVID-19 disease; a 'highly transmittable and pathogenic viral infection’ there have been several measures to contain the disease. The need to spread adequate information that will enhance the personal safety of Nigerians has led to the use of the indigenous languages in facilitating information sharing among indigenous people in Nigeria. Consequently, this study investigates the role of the Nigerian indigenous languages in the fight against COVID-19. Methodologically, data were collected through electronic media. Salawu’s model for indigenous language developmental communication was adopted for this study. The results of this study show that Nigerian indigenous languages are used in spreading COVID-19 preventive measures, media briefing on National television, health orientation and, medical research. This shows that the Nigerian indigenous languages which overtime has been dominated by English could be very significant at a critical time of medical delivery.
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Okpeh, Peter Ochefu, and James Udaa. "The Emergence of an “Intersecting Circle” in Kachru’s Three Concentric Circles of World Englishes: A Case of Ethno-linguistic Neutrality in Central Nigeria." Lingual: Journal of Language and Culture 12, no. 2 (November 27, 2021): 9. http://dx.doi.org/10.24843/ljlc.2021.v12.i02.p02.

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There is evidence that contemporary Nigeria is drifting towards a society of monolingual English users a component of which could be defined as lacking in ethno-linguistic identity. This trend is found among a generation of young Nigerian urban dwellers (between the age bracket of (12 and 25) who can neither communicate in their parents’ native language(s) nor indeed in any other Nigerian indigenous language; their only medium of communication is English. Although based on their childhood exposure to the English language and their relative competence in it, English can be described as their ‘‘mother tongue’’ but the fact that they are not native speakers given the socio-geographical circumstances of their birth excludes them from Kachru’s (1988) Inner Circle classification of native speakers. Consequently, these Nigerians are left without a clearly defined ethno-linguistic affiliation. This paper interrogates this emerging sociolinguistic phenomenon in especially Central Nigeria, with the aim of stimulating scholarly consciousness on the ethno-linguistic identity of this category of Nigerians, and its implications for English usage among them. The submission of the paper is that another circle, “the intersecting circle”, be created for them since they bestride both the inner circle in having English as their “mother tongue” and yet they are not native speakers of the language
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Dissertations / Theses on the topic "Nigerian English"

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Akande, Akinmade Timothy. "The verb in standard Nigerian English and Nigerian Pidgin English: a sociolinguistic approach." Thesis, University of Leeds, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.493713.

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This thesis examines the use and construction of the verb in the spontaneous speech of Nigerian university graduates (NUGs), in both Standard English (StdE) and Nigerian Pidgin English (NPE). Sociolinguistic interviews were conducted with 30 male NUGs. Subjects were from the three major ethnolinguistic groups in Nigeria (Hausa, Igbo and Yoruba from the regions associated with those groups) and they were living in major cities of their own regions. Interviewees moved between Standard English (StdE) and Nigerian Pidgin English (NPE).
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Mustapha, Abolaji Samuel. "Gender variation in Nigerian English compliments." Thesis, University of Essex, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.397350.

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Isiaka, Adeiza Lasisi. "Ebira English in Nigerian Supersystems: Inventory and Variation." Doctoral thesis, Universitätsbibliothek Chemnitz, 2017. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-qucosa-225496.

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Die vorliegende Arbeit mit dem Titel „Ebíra English in Nigerian Supersystems: Inventory and Variation“ befasst sich mit einer kleinen Varietät des Nigerianischen Englisch, die für eine Untersuchung aus zwei Gründen besonders geeignet erscheint: Einerseits bin ich selbst Mitglied dieser Volksgruppe, was mir einen besonderen Zugang zu guten, aktuellen und vor allem natürlichen Sprachdaten ermöglicht. Diese sind für eine soziophonetische Untersuchung mit den Konzepten und modernen Methoden der Variationslinguistik von besonderer Bedeutung. Andererseits ist die vorliegende Arbeit keine weitere Studie über die großen Systeme des nigerianischen Englisch oder über die beiden größten und bereits relativ gut untersuchten Systeme des Yoruba-Englisch im Südwesten des Landes oder des Hausa-Englisch im Norden, sondern über eine relative kleine Gruppe dazwischen, die historisch zunächst von den Yoruba und später immer mehr von den Hausa-Sprechern beeinflusst wurde und nach wie vor beeinflusst ist. Diese empirische soziophonetische Studie stellt zwei Forschungsfragen: FF1) Welches Vokalinventar besitzt Ebíra Englisch? Diese Frage ergibt sich aus den widersprüchlichen Ergebnissen vorheriger Untersuchungen (zu Nigerianischen, Yoruba- bzw. Hausa-Englisch) und soll hier erstmals in einer Analyse von digitalen Aufnahmen von 28 jüngeren und älteren Männern und Frauen (16 bzw. 12) aus den Jahren 2014-2016 untersucht werden. Diese Aufnahmen wurden im Rahmen von soziolinguistischen Interviews gemacht, die die bekannten Sprachstile (nach Labov) umfassen: Wortliste, Lesepassage (die bewährte Kurzgeschichte The Boy who Cried Wolf mit jeweils 90 vorkommenden englischen Vokalen) und Konversation. Diese Frage ist auch vor dem Hintergrund des Einflusses der beiden nahen Hauptvarietäten Yoruba- und Hausa-Englisch interessant (FF1b). Auf der Grundlage von fast 15.000 extrahierten Vokalen erfolgte jeweils nach der sorgfältigen Aussortierung unbrauchbarer oder unvollständiger Daten eine quantitative Untersuchung mit Hilfe des Analyseinstruments PRAAT, mit dem sich die Vokalqualität in Form von Formanten messen und darstellen lässt. Die Untersuchung umfasste die bekannten Monophthongkontraste (nach Wells` lexical sets) FLEECE & KIT, FOOT & GOOSE (+ USE ), LOT & THOUGHT & STRUT , TRAP & BATH & lettER , sowie NURSE , und die relativen Diphthonge FACE , GOAT und CURE. FF2) Welche sprachlichen und sozialen Variablen können die Variation dieses Ebíra Englisch Vokalsystems erklären? Neben den bekannten sozialen Variablen Alter (bzw. Altersgruppe), Geschlecht, Mehrsprachigkeit und Bildung wurden v.a. die sprachlichen Variablen Vokaldauer, phonetische Umgebung der Vokale und Sprachstil untersucht. Interessanterweise war für eine so detaillierte Analyse der Variation die zunächst recht groß wirkende Anzahl der extrahierten Vokale nicht in jedem Fall groß genug oder nicht gut genug verteilt.
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Runsewe, O. I. "Communication in general Nigerian English : An intonational study." Thesis, University of Essex, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.375724.

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Fajobi, Eunice Olatokunbo. "The impact of Yoruba Porsody on the intonation of Nigerian English." Thesis, University of Sussex, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.488608.

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Ozowuba, Goldlyn Ugonna. "Relationship Between English Proficiency and Academic Achievement of Nigerian Secondary School Students." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5243.

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Nigerian stakeholders are concerned with the continuous low scores of final-year senior secondary school students (FYSSS) in the West African Senior School Certificate Examination (WASSCE). Studies have shown that limited proficiency in English among FYSSS is the cause of low scores on the WASSCE. The purpose of this quantitative correlational study was to investigate the relationship between English proficiency and academic achievement among FYSSS as measured by the WASSCE. The theoretical framework for the study was Cummins's theory of second language acquisition to address the distinction between conversational language and academic language. Archival data from 225 FYSSS were collected from 2 secondary schools in Nigeria. Results of linear regression analyses showed a strong positive relationship between FYSSS English proficiency and 4 WASSCE subjects (English, biology, government, and mathematics). Findings may be used to develop strategies to improve English proficiency of FYSSS which will allow them to succeed in all subject areas and to amend the school language policy in the Nigerian education sector.
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Hambali, Yahya Duro Uthman. "The treatment of crime victims in the English and Nigerian criminal justice systems : a comparative perspective of what lessons Nigeria can learn from the English experience." Thesis, Queen's University Belfast, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.706681.

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Denial of voice, poor treatment, lack of remedy and total alienation of victims which characterise the present adversarial criminal justice system introduced to Nigeria by the British colonial administration mostly account for poor cooperation of victims with the Nigerian criminal justice apparatus. This consequently affects the degree of success the system records in its crime control agenda. Many of the criminal justice practitioners surveyed across two states of Nigeria in a qualitative research support the involvement of traditional institutions in the adjudication of simple criminal disputes to decongest courts of such cases and as well provide remedies for victims. Aside the fact that this is unsupported by the Nigerian jurisprudence, some of the practitioners are uncomfortable with the lack of a set standard of practice and procedure for the traditional adjudicating process which is the basis for the high level of inconsistencies and arbitrariness of its decisions. However, some people still defer to traditional institutions in Nigeria for adjudication of some criminal disputes notwithstanding the lack of a set standard. The victim, the offender as well as members of the community play significant role in the settlement of disputes. In view of the foregoing, the thesis draws some lessons from the victim reforms in England and Wales and some other advanced jurisdictions to construct a new model of criminal justice system for Nigeria where victims will have participatory rights as well as other rights which are enforceable internally of the system without eroding the existing rights of the offender. As well as this, the thesis draws from the outcome of a qualitative survey carried out in Nigeria, the Northern Ireland experience and the opinions of some restorative justice experts to construct a community restorative justice process that leverages on the existing socio-political structure of the traditional Nigerian societies with the necessary safeguards for the rights of all parties involved.
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Hyacinth, Timi B. "Reflection for specific purposes : the use of reflection by Nigerian English language teachers." Thesis, University of Warwick, 2013. http://wrap.warwick.ac.uk/59716/.

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Reflection is yet to be fully understood as a concept, practice and experience in many English language teacher education programmes. The calls for data-led studies to prove its benefits and to make the concept less vague continue against a new argument that academic presentations of reflective inquiry may be flawed because teachers perceive reflection differently. Studies suggest that many trainees, teachers and teacher educators still do not understand reflection, and that rejections or fleeting tolerance of reflection by teachers or trainees may be connected to top-down approaches to teaching reflective practice. In a two year exploratory, interpretive research study of Nigerian English language teachers, the Nigerian ELT context is explored for evidence of reflective inquiry. The study integrates classroom explorations, teacher group meetings, focus group and individual interviews that aim to project the voices of participants. Reflection is identified in the context in teachers who used it intuitively and through those who have participated in a formal reflective international teacher development course. Findings show that reflection is multifaceted, distinctively construed and used for specific purposes. Four types of reflection are identified: learner-centred reflection; teacher-centred reflection; skill-centred reflection and knowledge-centred reflection. By comparing the two groups of participants’ perspectives of reflection and their use of reflection, the benefit and potential of reflection to bring change and development in the context is highlighted. The study shows that as participants progress through the spectrum of reflection-in-use that was identified in the study, they make sense of teaching and learning and of themselves as teachers; moving from intuitive encounters of reflection-in-use to the more explicit zones of systematic reflection. The study concludes that because reflection is multifaceted and used in specific ways, teacher educators will need to develop specific and relevant learning tools to teach it in more teacher-centred ways.
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Umana, Beauty Friday Happy. "Nigerian Pidgin English in Cape Town: exploring speakers’ attitudes and use in diaspora." Master's thesis, Faculty of Humanities, 2018. https://hdl.handle.net/11427/32098.

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Nigerian Pidgin English is widely spoken in different parts of the country and “has been called the native language of a substantial population of people in the Niger Delta, particularly in the Sapele and Warri areas” (Igboanusi, 2008: 68). According to Balogun (2012: 90), “Nigerian Pidgin English has emerged as the most widely spoken language of inter and intra communication among Nigerians and across diverse ethnic groups that do not share a common language”. The language plays a major role in youth culture and most Nigerians speak the language. There is a general belief by some Nigerians that Nigerian Pidgin English is a colloquial form of English that is mostly spoken by those whose Standard English proficiency has not fully developed (Agheyisi, 1971:30). The government has continued to ignore it “despite the fact that Nigerian Pidgin is in most respects the most logical choice for a national language [and] official attitudes towards Nigerian Pidgin remain negative, perpetuating erroneous notions inherited from the colonial period that Nigerian Pidgin is some form of ‘broken English’” (Faraclas 1996: 18). Also, the general attitudes held by Nigerians regarding the language can be described as ambivalent with majority leaning towards the negative attitude more. This project investigated if the Nigerians who find themselves in a different geographical space like Cape Town still hold negative attitudes towards Pidgin English and whether they abstained from speaking the language or speak it freely. The study also sought to establish if those who may have held negative attitudes towards Nigerian Pidgin English while in Nigeria now hold a different attitude since being in Cape Town. The study employed both quantitative and qualitative methods in form of online questionnaires and semi structured interviews involving 38 participants to investigate the uses of and attitudes towards Nigerian Pidgin English. The findings revealed that the attitudes towards Nigerian Pidgin English do not show significant difference from that held by Nigerians within Nigeria. The participants in this study held negative attitudes towards Nigerian Pidgin English in formal domains and positive attitudes towards the language in informal domains. These same attitudes were obtainable among Nigerians living in Nigeria. The data analysis revealed that the Nigerians in this study use the language in their daily activities for different purposes. The hegemonic perspective on Pidgins being an informal language that can serve only informal purposes was also present among some of the Nigerians that formed part of this study. Although some thought that the language can go beyond informal domains, the majority thought otherwise. All the participants use Nigerian Pidgin English mainly to communicate with their friends, family members and other Nigerians they encounter despite living far away from home where other languages exist. Also, the analysis revealed that all the participants considered the language to be an important aspect of their Nigerian identity and togetherness in the diaspora. This indicates a significant difference between those in the diaspora and those in Nigeria, because those in the diaspora appreciate and think there is a greater need for Nigerian Pidgin English outside the country. The data suggested that the reason for this shift in attitude is because speaking the language bridges the gap between home and abroad.
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Tenshak, Juliet. "Bearing witness to an era : contemporary Nigerian fiction and the return to the recent past." Thesis, University of Stirling, 2017. http://hdl.handle.net/1893/27349.

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The body of writing collectively referred to as third generation or contemporary Nigerian literature emerged on the international literary scene from about the year 2000. This writing is marked by attempts to negotiate contemporary identities, and it engages with various developments in the Nigerian nation: Nigeria’s past and current political and socio-economic state, different kinds of cultural hybridization as well as the writers increasing transnational awareness. This study argues that contemporary Nigerian fiction obsessively returns to the period from 1985-1998 as a historical site for narrating the individual and collective Nigerian experience of the trauma of military dictatorship, which has shaped the contemporary reality of the nation. The study builds on existing critical work on contemporary Nigerian fiction, in order to highlight patterns and ideas that have hitherto been neglected in scholarly work in this field. The study seeks to address this gap in the existing critical literature by examining third-generation Nigerian writing’s representation of this era in a select corpus of work spanning from 2000-06: Okey Ndibe’s Arrows of Rain (2000), Helon Habila’s Waiting for an Angel (2002), Sefi Atta’s Everything Good will Come (2005), and Chimamanda Adichie’s Purple Hibiscus (2006). The four novels chosen were written in response to military rule and dictatorship in the 80s and 90s, and they all feature representations of state violence. This study finds that, despite variations in the novels aesthetic modes, violence, control, silencing, dictatorship, alienation, the trauma of everyday life and resistance recur in realist modes. Above all, the study argues that contemporary Nigerian fiction’s insistent representation of the violent past of military rule in Nigeria is a means of navigating the complex psychological and political processes involved in dealing with post-colonial trauma by employing writing as a form of resistance.
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Books on the topic "Nigerian English"

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Emordi, Fred I. Le Pidgin-English Nigerian. [Ibadan: Published for Humanities Research Centre by Sam Bookman Educational and Communication Services, 1990.

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Odumuh, Adama Emmanuel. Sociolinguistics and Nigerian English. Ibadan, Nigeria: Sam Bookman, 1993.

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Odumuh, Adama Emmanuel. Nigerian English (NigE): Selected essays. Zaria: Ahmadu Bello University Press, 1987.

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Oluikpe, Benson Omenihu A. Dictionary of Nigerian English slang. Nigeria: Rex Charles and Patrick Ltd., 2006.

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Fayose, Philomena Osazee Esigbemi. Nigerian children's literature in English. Ibadan, Oyo State, Nigeria: AENL Educational Publishers, 1995.

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1961-, Kuni Jonathan Sabo, ed. Nigerian proverbs. Takum [Nigeria]: Jidu Publishers, 1997.

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Ihuoma, Anaele Charles. Tongues of triumph: Poems for a new age. [Lagos, Nigeria: White Cock Press, 2003.

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Yakusak, Edify. The curse of happiness. Nigeria: Kurdan Publishing House Limited, 2019.

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Authority, Nigerian Ports. Nigerian Ports Authority =: Administration des Ports Nigerians : handbook (English and French). Lagos, Nigeria: Nigerian Ports Authority, 2000.

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Igboanusi, Herbert. A dictionary of Nigerian English usage. Nigeria: Enicrownfit, 2002.

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Book chapters on the topic "Nigerian English"

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Bohmann, Axel, and Adesoji Babalola. "Verbal past inflection in Nigerian English." In Varieties of English Around the World, 16–41. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/veaw.g68.02boh.

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We analyze variation in Nigerian English verbal past inflection on the basis of 2,989 verbs with past-time reference. Observations were extracted from the spontaneous conversations category of the International Corpus of English Nigeria and from two sets of sociolinguistic interviews. In contrast to the previous literature, our analysis shows rich systematicity in the constraints governing verbal past inflection, but also significant differences between the data sets. The latter concern both the overall frequency of past inflection and the number and strength of linguistic conditioning variables. At the level of method, we argue for ‘sociolinguistic compound vision,’ i.e. an active effort to include diverse data sets in order to avoid homogenizing accounts of New Englishes.
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Lincoln, Sarah L. "“Rotten English”: Excremental Politics and Literary Witnessing." In Encountering the Nigerian State, 79–98. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230109636_4.

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Oyebola, Folajimi, and Warsa Melles. "Question intonation patterns in Nigerian English." In Varieties of English Around the World, 108–31. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/veaw.g68.06oye.

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This study investigates the intonation patterns in wh-questions and yes/no-questions used by educated Nigerian speakers of English. It examines the possible influence of gender, ethnicity, and question type on the prosodic marking of questions. Audio recordings taken from the Nigerian component of the International Corpus of English were annotated in Praat using the tones and breaks indices transcription convention. The results show that there are similar intonation patterns among Nigerian speakers. Both wh-questions and yes/no-questions tend to start with a level tone; while wh-questions end mostly with a falling tone, yes/no-questions end either with a falling or a rising tone. The results demonstrate that whereas gender has no significant effect, both ethnicity and question type significantly influence intonation patterns.
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Tagliamonte, Sali A. "The Story ofkomin Nigerian Pidgin English." In Language Change and Language Contact in Pidgins and Creoles, 353. Amsterdam: John Benjamins Publishing Company, 2000. http://dx.doi.org/10.1075/cll.21.13tag.

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Boluwaduro, Eniola. "Teaching English Language in Standard Nigerian English (SNE) Contexts." In African Perspectives on the Teaching and Learning of English in Higher Education, 27–46. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003279433-4.

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"Nigerian English." In IOM Migration Research Series, 57. UN, 2006. http://dx.doi.org/10.18356/ecd6a4b0-en.

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"1. Introduction." In Nigerian English, 1–36. De Gruyter Mouton, 2018. http://dx.doi.org/10.1515/9781501504600-001.

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"2. Phonetics and Phonology." In Nigerian English, 37–73. De Gruyter Mouton, 2018. http://dx.doi.org/10.1515/9781501504600-002.

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"3. Morphosyntax." In Nigerian English, 74–105. De Gruyter Mouton, 2018. http://dx.doi.org/10.1515/9781501504600-003.

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"4. Lexis and Discourse." In Nigerian English, 106–47. De Gruyter Mouton, 2018. http://dx.doi.org/10.1515/9781501504600-004.

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Conference papers on the topic "Nigerian English"

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Gut, Ulrike, and Jan-Torsten Milde. "The prosody of Nigerian English." In Speech Prosody 2002. ISCA: ISCA, 2002. http://dx.doi.org/10.21437/speechprosody.2002-77.

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Amuda, Sulyman, Hynek Boril, Abhijeet Sangwan, and John H. L. Hansen. "Limited resource speech recognition for Nigerian English." In 2010 IEEE International Conference on Acoustics, Speech and Signal Processing, ICASSP 2010. IEEE, 2010. http://dx.doi.org/10.1109/icassp.2010.5495036.

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Jamakovic, Nisad, and Robert Fuchs. "The Monophthongs of Formal Nigerian English: An Acoustic Analysis." In Interspeech 2019. ISCA: ISCA, 2019. http://dx.doi.org/10.21437/interspeech.2019-2866.

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Dyrenko, Natalia, and Robert Fuchs. "The Diphthongs of Formal Nigerian English: A Preliminary Acoustic Analysis." In Interspeech 2018. ISCA: ISCA, 2018. http://dx.doi.org/10.21437/interspeech.2018-2373.

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Gussenhoven, Carlos, and Inyang Udofot. "Word melodies vs. pitch accents: a perceptual evaluation of terracing contours in British and Nigerian English." In Speech Prosody 2010. ISCA: ISCA, 2010. http://dx.doi.org/10.21437/speechprosody.2010-6.

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Oluwatosin Omosolape, Omodewu. "Teaching, Learning and Education: Panacea for the Acquisition of English Language as Second-Language in Nigerian Tertiary Institutions." In 2nd International Conference on Teaching, Learning and Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.ictle.2019.11.685.

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Chimuanya, Lily, and Christopher Awonuga. "PEDAGOGICAL IMPLICATIONS OF THE USE OF ENGLISH IN NIGERIA." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1800.

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Fatima Hajizada, Fatima Hajizada. "SPECIFIC FEATURES OF THE AMERICAN VERSION OF THE BRITISH LANGUAGE." In THE FIRST INTERNATIONAL SCIENTIFIC – PRACTICAL VIRTUAL CONFERENCE IN MODERN & SOCIAL SCIENCES: NEW DIMENSIONS, APPROACHES AND CHALLENGES. IRETC, 2022. http://dx.doi.org/10.36962/mssndac-01-10.

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English is one of the most spoken languages in the world. A global language communication is inherent in him. This language is also distinguished by a significant diversity of dialects and speech. It appeared in the early Middle Ages as the spoken language of the Anglo-Saxons. The formation of the British Empire and its expansion led to the widespread English language in Asia, Africa, North America and Australia. As a result, the Metropolitan language became the main communication language in the English colonies, and after independence it became State (USA, Canada, Australia, New Zealand) and official (India, Nigeria, Singapore). Being one of the 6 Official Languages of the UN, it is studied as a foreign language in educational institutions of many countries in the modern time [1, 2, s. 12-14]. Despite the dozens of varieties of English, the American (American English) version, which appeared on the territory of the United States, is one of the most widespread. More than 80 per cent of the population in this country knows the American version of the British language as its native language. Although the American version of the British language is not defined as the official language in the US Federal Constitution, it acts with features and standards reinforced in the lexical sphere, the media and the education system. The growing political and economic power of the United States after World War II also had a significant impact on the expansion of the American version of the British language [3]. Currently, this language version has become one of the main topics of scientific research in the field of linguistics, philology and other similar spheres. It should also be emphasized that the American version of the British language paved the way for the creation of thousands of words and expressions, took its place in the general language of English and the world lexicon. “Okay”, “teenager”, “hitchhike”, “landslide” and other words can be shown in this row. The impact of differences in the life and life of colonists in the United States and Great Britain on this language was not significant either. The role of Nature, Climate, Environment and lifestyle should also be appreciated here. There is no officially confirmed language accent in the United States. However, most speakers of national media and, first of all, the CNN channel use the dialect “general American accent”. Here, the main accent of “mid Pppemestern” has been guided. It should also be noted that this accent is inherent in a very small part of the U.S. population, especially in Nebraska, Iowa, and Illinois. But now all Americans easily understand and speak about it. As for the current state of the American version of the British language, we can say that there are some hypotheses in this area. A number of researchers perceive it as an independent language, others-as an English variant. The founder of American spelling, American and British lexicographer, linguist Noah Pondebster treats him as an independent language. He also tried to justify this in his work “the American Dictionary of English” written in 1828 [4]. This position was expressed by a Scottish-born English philologist, one of the authors of the “American English Dictionary”Sir Alexander Craigie, American linguist Raven ioor McDavid Jr. and others also confirm [5]. The second is the American linguist Leonard Bloomfield, one of the creators of the descriptive direction of structural linguistics, and other American linguists Edward Sapir and Charles Francis Hockett. There is also another group of “third parties” that accept American English as a regional dialect [5, 6]. A number of researchers [2] have shown that the accent or dialect in the US on the person contains significantly less data in itself than in the UK. In Great Britain, a dialect speaker is viewed as a person with a low social environment or a low education. It is difficult to perceive this reality in the US environment. That is, a person's speech in the American version of the British language makes it difficult to express his social background. On the other hand, the American version of the British language is distinguished by its faster pace [7, 8]. One of the main characteristic features of the American language array is associated with the emphasis on a number of letters and, in particular, the pronunciation of the letter “R”. Thus, in British English words like “port”, “more”, “dinner” the letter “R” is not pronounced at all. Another trend is related to the clear pronunciation of individual syllables in American English. Unlike them, the Britons “absorb”such syllables in a number of similar words [8]. Despite all these differences, an analysis of facts and theoretical knowledge shows that the emergence and formation of the American version of the British language was not an accidental and chaotic process. The reality is that the life of the colonialists had a huge impact on American English. These processes were further deepened by the growing migration trends at the later historical stage. Thus, the language of the English-speaking migrants in America has been developed due to historical conditions, adapted to the existing living environment and new life realities. On the other hand, the formation of this independent language was also reflected in the purposeful policy of the newly formed US state. Thus, the original British words were modified and acquired a fundamentally new meaning. Another point here was that the British acharism, which had long been out of use, gained a new breath and actively entered the speech circulation in the United States. Thus, the analysis shows that the American version of the British language has specific features. It was formed and developed as a result of colonization and expansion. This development is still ongoing and is one of the languages of millions of US states and people, as well as audiences of millions of people. Keywords: American English, English, linguistics, accent.
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Kanno, Theresa Nnennaya, and Udodirim Angela Igwe. "Session 6: Curriculum, Research and Development | Using Simulation in Teaching Senior Secondary Two Students English Language Comprehension in Abia State, Nigeria." In World Congress on Special Needs Education. Infonomics Society, 2014. http://dx.doi.org/10.20533/wcsne.2014.0024.

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Nurkholifa, Ferda Fibi Tyas, Eti Poncorini Pamungkasari, and Hanung Prasetya. "Effect of Secondary Education on Exclusive Breastfeeding: Meta-Analysis." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.131.

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ABSTRACT Background: Many studies reported the importance of exclusive breastfeeding for infants. However, there are many obstacles faced by lactating mothers to provide exclusive breastfeeding for their children. This study aimed to investigate the effect of secondary education on exclusive breastfeeding using a meta-analysis. Subjects and Method: Meta-analysis and systematic review were conducted by collecting articles from PubMed, Science Direct, and Google Scholar databases. Keywords used exclusive breastfeeding” AND “secondary education” OR “education for breastfeeding” AND “cross sectional” AND “adjusted odd ratio”. The study population was postpartum mothers. Intervention was secondary education with comparison primary education. The study outcome was exclusive breastfeeding. The inclusion criteria were full text, using English or Indonesian language, and reporting adjusted odds ratio. The articles were selected by PRISMA flow chart. The quantitative data were analyzed using random effect model run on Revman 5.3. Results: 7 studies from Peru, China, Nigeria, Korea, Ireland, Sub-Sahara, and South Australia were met the inclusion criteria. There was high heterogeneity between groups (I2= 94%; p<0.001). This study reported that secondary education reduced exclusive breastfeeding, but it was statistically non-significant (aOR= 0.86; 95% CI= 0.60 to 1.24; p= 0.430). Conclusion: Secondary education reduced exclusive breastfeeding, but it was statistically non-significant. Keywords: exclusive breastfeeding, secondary education, postpartum Correspondence: Ferda Fibi Tyas Nurkholifa. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java. Email: ferdafibi13@gmail.com. Mobile: +6285655778863. DOI: https://doi.org/10.26911/the7thicph.03.131
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Reports on the topic "Nigerian English"

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Adeniran, Adedeji, Sixtus C. Onyekwere, Anthony Okon, Julius Atuhurra, Rastee Chaudhry, and Michelle Kaffenberger. Instructional Alignment in Nigeria using the Surveys of Enacted Curriculum. Research on Improving Systems of Education (RISE), September 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/143.

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Systematic, quantitative evidence on education system coherence is limited. Prior research has indicated alignment of instructional components, such as curriculum standards, assessments, and teachers’ instruction, is important for children’s learning. This study uses the Surveys of Enacted Curriculum methodology to investigate alignment of instructional components in Nigeria's primary education system. The study analyzes curriculum standards, national exams, and classroom instructional content for mathematics and English language across all six primary-level grades. We find that key foundational mathematics and English language skills are covered by all three components, with some notable omissions on the end-of-cycle English language exams. All three components give high emphasis to the low cognitive demand processes of ‘memorize’ ‘perform’, and ‘demonstrate’, and give very low emphasis to the more demanding cognitive processes of ‘analyze’ and ‘apply to non-routine situations’. Both the curriculum standards and classroom instruction depict a slow pace of content progression across grades, manifested through broad but shallow content coverage. The high alignment suggests the potential for a well-functioning education system, however, low student performance in mathematics and English language exams suggest otherwise. The findings suggest the Nigerian primary education system may be operating in a low-achieving equilibrium in which the system is aligned for low levels of cognitive demand and student mastery.
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Higgins, Steve, Emma Dobson, Jonathan Kay, and Patrick Okwen. Using meta-analysis to explore the transferability of education mid-range theories to Cameroon, Chad, Nigeria and Niger: Final academic report – Evidence synthesis. Centre for Excellence and Development Impact and Learning (CEDIL), July 2022. http://dx.doi.org/10.51744/crpp2.

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Our project sought to recontextualise a popular evidence portal from the English education system to Cameroon, Chad, Niger and Nigeria. The Teaching and Learning Toolkit is a resource that summarises the global evidence for 30 different pedagogical approaches in plain language so that it can inform the decisions of school leaders in England. This paper shares the evidence synthesis for the project.
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Adeniran, Adedeji, Dozie Okoye, Mahounan P. Yedomiffi, and Leonard Wantchekon. COVID-19 Learning Losses, Parental Investments, and Recovery: Evidence from Low-Cost Private Schools in Nigeria. Research on Improving Systems of Education (RISE), December 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/120.

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About 2 billion children were affected by school closures globally at the peak of the COVID-19 pandemic. This has led to documented learning losses while children were out of school, and an especially precarious future academic path for pupils in developing countries where learning and continued enrolment remain important issues. There is an urgent need to understand the extent of these learning and enrolment losses, and possible policy options to get children back on track. This paper studies the extent of learning losses and recovery in Africa's most populous country, Nigeria, and provides some evidence that a full recovery is possible. Using data from a random sample of schools, we find significant learning losses of about .6 standard deviations in English and Math. However, a program designed to slow down the curriculum and cover what was missed during school closures led to a rebound within 2 months, and a recovery of all learning losses. Students who were a part of the program do not lag behind one year later and remain in school.
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