Different rhythms and timings occur in all the languages in the
world. While some languages exhibit stress-timed rhythm,
others exhibit syllable-timed rhythm. Like many other
languages, English observes stress-timed rhythm where there is
alternation of strong and weak syllables. Other languages like
Erei display syllable-timed rhythm; there is no alternation of
strong and weak syllables: all syllables and/or vowels are
rendered with equal energy. The study, therefore, investigated the
rhythmic alternation and stress clash in the speech outputs of
Erei-English speakers in Biase Local Government Area of Cross
River State, Nigeria. Utterances of eight subjects – four males
and four females – were recorded in order to test their
performance in sentence stress placement. A British native
speaker was also recorded to serve as control. Three sentences
were used for the analysis, and the metrical theory was adopted as
the framework for the study. Findings reviewed that Erei-English
bilinguals transferred the syllable nature of Erei in speaking
English, resulting in stress clash. They, like most Nigerian
speakers of English, placed strong form in nearly all the vowels
or syllables, and did not observe alternation rule because of the
influence of their first language. The accessibility and
availability of communicative devices and the teaching of
prosodic features before the individual segments were suggested
to enhance intelligibility in the speech of native Erei speakers of
UNIUYO Journal of Humanities (UUJH), Vol. 23, No. 1, May 2019
34
English in Nigeria.
Keywords: Erei-English speakers, Intelligibility, Rhythmic
alternation, Stress clash, Suprasegmentals
Introduction
One can study English reading, writing and grammar for many years, but when one
begins to interact with English speakers, especially fluent native speakers, one might
be surprised to find out that the requirements for spoken English are in some ways
distinct from those of written English. This is because several important features of
spoken English such as stress, rhythm and intonation are not apparent in the written
language. These features make up the unique music of English. In his observation, for
example, Ladefoged (2006) points out that in spoken English, especially in connected
speech, some smaller or grammatical words like “and, to, and him may be considerably
altered... will completely be unstressed, the vowel may be reduced to [ ə ] or may
disappear altogether, and one or more consonants may be dropped or altered” (p. 107).
In the study of phonological description, two broad areas are usually
considered: the segmental phonology and the suprasegmental (also known as
nonsegmental or prosodic) phonology. The segmental phonology is primarily
concerned with the description and analysis of the individual sound segments: the
vowels and the consonants; whereas the suprasegmental phonology describes and
accounts for sounds above the individual segments. That is, it centres on more than one
segment, considering them as a unit. The study of word stress, rhythm (sentence stress)
as well as intonation is the main primary concern of the suprasegmental features: two or
more segments are looked upon at the same time. Many researchers (Cunningham &
Mary, 1998; Onose, 2010; Busá, 2012; Ukam, 2015) have argued independently that of
the two areas of phonological analysis, the suprasegmental phonology remains the area
that has been mostly neglected, especially in a second language situation when the
study of phonology comes up for discussion.
The area of segmental phonology receives greater attention than the
suprasegmental phonology in a phonological teaching class. Busá (2012) laments that
“prosody has traditionally been given little relevance in pronunciation classes, which,
instead, have focused on the discrimination and articulation of sounds through drills,
minimal pair exercises” (p. 101). It would never be argued that curriculum designers
have always placed the study of segmental features first before the suprasegments
whenever the teaching of phonology comes up. And most textbooks also spend much
time in the treatment of the segmental features and less time in the treatment of the
Rhythmic Alternation and Stress Clash...