Exploring the dynamics of concept maps in ESL phonetics and phonology: The Nigerian case

The traditional teaching strategies adopted by many phonology teachers in Nigeria are teacher-centric; students in this mode scarcely get the main idea, rarely interact with the supporting ideas, and seldom grasp the general message of the lesson. Consequently, the average Nigerian student studying English is scared of phonetics and phonology, such that it appears he or she necessarily has to divide his or her attention between the content of the lecture and interest cultivation. Thus, he or she finds it difficult to flow with the lesson as understanding is often sacrificed. It is for this reason that attention must be shifted to searching innovative approaches to creating and sustaining learners’ interest in phonology. This paper, therefore aims to foreground the use of concept maps as alternative phonology teaching strategies. Based on reflective practice, the paper experiments with six concept maps, namely: the big question map, Venn diagram, web and details, equation block, segmented hierarchy, and sequence flow chart; with each tested against a specific phonetic and phonology topic as a way of illustration. The paper concludes that concept maps are capable of stimulating students’ desire to learn phonetics and phonology.