Abstract:
This study centers around the acquisition of language. Specifically, it attempts to utilize markedness theory to trace the acquisition of phonology by children acquiring Dholuo as their first language (Ll). The research was carried out in Kisumu District, Nyanza Province, Kenya. The data were collected from natural conversational settings and audio-recorded. Chapter one introduces the language of study and provides the background information of the study area relevant to the subject of investigation. These include, a statement of the problem being studied, objectives of the study, the research hypotheses, significance, scope and limitations, a statement of the theoretical framework and methodology. The basic objective of the study is to establish whether markedness theory can be used to explain Ll acquisition of phonology. Chapter two reviews the pertinent literature on child language studies, markedness theory, phonological acquisition, phonological processes and Dholuo phonology. The literature on Dholuo phonology is presented with a view to providing the phonemic inventory of the target language of acquisition. Chapters three and four discuss the findings based on analysis of the data collected from 16 children. Chapter three provides a description of various stages of phonological development. These are discussed by focusing on children of various age groups between the ages l year and five years. Chapter four focuses on phonological processes found in the speech of young children. These are discussed by describing the phonological patterns found in the words used by children. Chapter five which summarizes the findings in chapters three and four also gives the conclusions. The research findings demonstrate that unmarked sounds are acquired earlier than marked sounds, thus confirming the strength of markedness theory as a model of phonological acquisition. It also shows that children use such phonological processes as a substitution, deletion and assimilation to simplify adult speech. These findings provide positive evidence for the initial hypotheses namely (i) the order of acquisition of Dholuo sounds will proceed from unmarked to marked sounds; (ii) a child’s phonological system is systematic and follows a developmental continuum; (m) markedness theory can be used to explain Ll acquisition of phonology and (iv) children make use of certain phonological processes in the acquisition of language. Finally a statement of the theoretical and practical implications of the findings, plus recommendations for further research closes this study.
