One of the observations in the English spoken particularly in Nigeria is phonotactic constraints. The constraints pin down the generalization which guide the articulation of sequences of phonemes. The paper examines the patterns of English consonant clusters articulation of Nigerian broadcasters in the onset and coda positions against Received Pronunciation English. The study is conducted within the framework of Optimality Theory (henceforth OT). 20 radio and television broadcasters from 4 electronic media were selected as participants. Data were obtained by means of production test and OT was employed for the analysis. The findings revealed that the participants used epenthetic vowels to break-up consonants clusters in the onset and consonant deletion to simplify clusters in the coda. The subjects’ productions can be captured by ranking Markedness constraints higher than Faithfulness constraints.

The pronunciation patterns of most speakers of English as a second language are characterized by regional and ethnic phonological features of their native language. This study sought to examine the consonant articulation of Hausa speakers of English in broadcasting industry in Nigeria. The research was guided by Optimality Theory framework (OT). Participants were drawn from four electronic media in Bauchi State, Nigeria and data were elicited through production test and recording of news broadcasts live from the stations. The findings revealed that the participants ranked IDENTCONT as a high ranked constraints which allowed the importation of voiceless bilabial fricative /ɸ/ from the phonemic inventory of Hausa language into English spoken by the subjects. The results further discovered that /p/ is substituted with/ɸ/ and /θ/ is substituted with /t/, /d/ or /s/. Similarly, /ð/ is realized as /d/ or /z/. /ʒ/ is produced as /dʒ/ or /ʃ. These deviations from RP were caused by phonological processes of spirantinzation/Frication, stopping and affrication.

This study used a qualitative method to explore a teacher’s use of motivational strategies in an English for specific purposes (ESP) course and students’ perceptions. An English teacher in a business English class and her 32 students were recruited. The class was observed three times: at the beginning, in the middle, and at the end of the course. Two semi-structured interviews with the teacher were conducted: one before classroom observation, and the other after observation. Interviews with the students were conducted after each classroom observation. The teacher used seven motivational strategies to create a supportive and relaxed classroom atmosphere, and five strategies to facilitate students’ language learning. Most students’ perceptions of the teacher’s use of motivational strategies were positive. However, the students perceived a gap between their expectations for the course and their experiences. Finally, the article concludes by offering insights into the implications and constraints related to pedagogy.