Impact of Instruction on the Articulation of Counterintuitive Words on Performance in Test of Oral English among College Students

Abstract

The notion of counter intuitiveness in the production of some English words occurs as a result of among other factors - the fossilisation of L1 style of speaking among students and ignorance of articulation of many English words. These contribute to students’ poor academic attainment in English Language. This study examined the impact of instruction on the articulation of counterintuitive words on performance in test of Oral English. A quasi-experimental design was used, involving two public Senior Secondary Schools in Ogun State. A group of teachers maintained their former teaching method while the second group had drills in counterintuitive expressions. Using the T-Test/Score of Deviation Method, three hypotheses were examined and measured the variability of the conditions at 0.05 Level of significance. The results show a significant main effect of use of the new method compared to the previous. The findings have positive innovative implications for Oral English teaching in secondary schools.