An evaluation of psycholinguistic models in understanding Hausa language acquisition in Kano
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Background of the Study
Psycholinguistic models offer critical insights into the mechanisms underlying language acquisition, yet their applicability to Hausa language learners in Kano remains underexplored. Hausa, with its distinct phonological, syntactic, and semantic features, presents unique challenges that test the boundaries of conventional psycholinguistic theories (Bello, 2023). Kano, as a major urban center in Northern Nigeria, hosts a diverse population where traditional language acquisition processes intersect with modern educational practices. Recent studies have begun to examine how cognitive processes such as memory, attention, and perception contribute to the acquisition of Hausa, employing models that integrate both bottom-up and top-down processing strategies (Umar, 2024). These models are instrumental in deciphering how learners internalize grammatical rules and phonetic patterns, yet they often fall short of addressing the socio-cultural dynamics at play in Kano’s learning environments. The integration of experimental methodologies and computational simulations has provided promising avenues for testing these psycholinguistic models. However, discrepancies remain regarding the influence of age, exposure, and bilingual contexts on language learning outcomes. This evaluation aims to critically assess the strengths and limitations of prevailing psycholinguistic models and propose modifications that better capture the complexities of Hausa language acquisition in Kano (Ibrahim, 2025).
Statement of the Problem
Despite advances in psycholinguistic research, existing models do not fully account for the unique aspects of Hausa language acquisition in Kano. Many models are derived from studies of Indo-European languages and may not adequately reflect the phonological and syntactic characteristics of Hausa (Bello, 2023). Additionally, the socio-cultural context in Kano, including variations in language exposure and bilingual influences, further complicates the application of these models. Inconsistencies in experimental design and a lack of culturally specific data have resulted in limited explanatory power and predictive accuracy regarding Hausa language acquisition. This gap calls for a critical reevaluation of existing theories and the development of contextually relevant models to enhance understanding and support effective language teaching strategies (Umar, 2024; Ibrahim, 2025).
Objectives of the Study:
1. To evaluate the effectiveness of current psycholinguistic models in explaining Hausa language acquisition.
2. To identify limitations in these models when applied to Kano’s socio-cultural context.
3. To propose refined models that incorporate local linguistic and cognitive factors.
Research Questions:
1. How well do existing psycholinguistic models account for Hausa language acquisition in Kano?
2. What are the main limitations of these models in the Kano context?
3. How can psycholinguistic models be improved to better reflect the realities of Hausa learners?
Significance of the Study :
This study is significant for enhancing our understanding of language acquisition in non-Western contexts. By critically evaluating psycholinguistic models in relation to Hausa, the research will inform educators and linguists about the cognitive and cultural factors influencing language learning. The findings may lead to improved teaching methodologies and more accurate predictive models, thereby supporting educational policies and language preservation efforts in Kano (Bello, 2023; Umar, 2024).
Scope and Limitations of the Study:
This study is limited to evaluating psycholinguistic models in the context of Hausa language acquisition in Kano, focusing on cognitive and socio-cultural factors without extending to other languages or regions.
Definitions of Terms:
• Psycholinguistic Models: Theoretical frameworks that describe the cognitive processes involved in language acquisition.
• Language Acquisition: The process of learning a language, particularly during early development.
• Phonology: The study of the sound systems of a language.
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