Project Abstract

Abstract
This research project investigates the phenomenon of semantic redundancy in students' speeches. Semantic redundancy refers to the use of unnecessary and repetitive words or phrases that do not add any significant meaning or context to the speech. The study aims to explore the prevalence of semantic redundancy in student speeches across different academic settings and to understand the underlying reasons for its occurrence. The research methodology involves collecting and analyzing speech samples from students in various educational contexts, such as classroom presentations, debates, and public speaking events. These speech samples are transcribed and coded to identify instances of semantic redundancy. Through qualitative analysis, the researchers aim to categorize the types of semantic redundancy observed in the speeches and examine the potential factors contributing to its presence. The findings of the study reveal that semantic redundancy is a common occurrence in students' speeches, with certain words and phrases being frequently repeated without adding meaningful content. The analysis also shows that semantic redundancy can stem from factors such as lack of preparation, nervousness, or a desire to fill time during a speech. Additionally, the study uncovers that students may use redundant language as a crutch to appear more confident or to emphasize a point, even though it may not enhance the overall quality of their speech. Furthermore, the research explores the potential impact of semantic redundancy on audience perception and comprehension. It is found that excessive redundancy can lead to audience disengagement and hinder the clarity of the message being conveyed. By identifying and understanding the patterns of semantic redundancy in students' speeches, educators and speech trainers can develop strategies to help students enhance the effectiveness of their communication and improve their public speaking skills. Overall, this research sheds light on the prevalence and implications of semantic redundancy in students' speeches. By recognizing and addressing this phenomenon, educators can better support students in developing clear, concise, and impactful communication skills. The study contributes to the existing literature on speech and language use, highlighting the importance of eliminating unnecessary redundancy to enhance the quality and effectiveness of students' speeches.

Project Overview

1.0 BACKGROUND OF THE STUDY

This project is an attempt to study some of the semantic redundancies found in students’ speech. This is with a view to identify some long observed peculiarities in the use of redundancy in the students’ use of English.

In the context of language studies, semantics occupies the end continuum. Semantics is at the top level because it deals with communication and interpretation. The major problem is with the definition of the subject simply as the study of meaning. Meaning is the target/goal in language. In whatever we do, we try to get meaning. The challenge is trying to find the meaning of meaning itself

Ogden and Richard (1923) said the major problem in semantics is trying to control “what is meaning”.

This project work is concerned with the repetitions made by students while speaking.

However, any issue raised here would be considerably discussed and illustrated with adequate examples. Thus the findings of this work will on the other hand add to the existing literature(s) on semantic redundancy as a localized contribution to knowledge.

1.1 AIM AND OBJECTIVES

The aim of this project is to identify and analyze the features of redundancy in the speech of students of the Department of Mathematics of the Usmanu Danfodiyo University, Sokoto.

The specific objectives of this project are to:

i.            Determine the linguistic motivation for redundancy.

ii.            Establish a clear demarcation between samples of data taken and their Standard English version.

1.2 SIGNIFICANCE OF THE STUDY

The importance of clarity and correctness in communication cannot be over emphasized. Therefore, this work on semantic redundancy is desirable because it provides some insights into the prevalence of redundancy in the verbal interaction of the students selected as the subject of the project. More so, the findings of this work will not only contribute to the existing literature on semantic redundancy, but would help anyone who goes through this work to avoid tautology in their speech.