Abstract
This study investigated the phonological awareness as a panacea for spoken English Language beyond
the classroom. The population for the study were all the Primary II pupils in Ikenne-Remo Local
Government, Ogun State, Nigeria. Primary II was chosen for the purpose of laying their phonology
foundation early enough so that they will be able to use English language effectively. Purposive sampling
technique was used to select two primary schools. Thirty (30) pupils were selected from the two school
through balloting. Five English Language teachers were randomly selected from each of the two selected
schools. Phonological Awareness Test, a spoken English Test (pronunciation test) and questionnaire were
the instruments used to collect data. The instruments were validated and Cronbach Alpha technique was
used to determine the reliability coefficients of the instruments at 0.97, 0.86 and 0.88 respectively. The
data collected were analyzed using pie charts, frequency counts, percentages and Spearman's
Correlation Statistics. The findings revealed that the pupils have a low performance in the tasks related to
the words awareness; it was also revealed that substituting different sounds for familiar sounds constitutes
a lot of unintelligible communication. There is a significant relationship between the phonological
awareness and the pupils' spoken English. It was recommended that teachers help pupils in their English
learning from simple word reading to improve their phonological awareness.
