A Critical Communication Analysis of Nominal Homo-Tonal Homonyms in Yoruba Language: A Pedagogical Approach

The main thrust of this work is to examine and classify nominal homo-tonal homonyms in Yoruba language. This paper investigates the role of homo-tonal homonyms in the teaching and learning of core linguistics areas in Yoruba language, most especially for second language learners. The theory adopted for this research is the usage theory championed by Wittgenstein (1953). Data needed for this research were gathered from both formal and informal sources, which include direct observation involving different classes of language users and appraisal of existing literature on homonyms. Through this work, it was observed that homo-tonal nominal homonyms could be used for the teaching and learning of different aspects of linguistics to facilitate effective communication. In addition, it was also discovered that intuitive knowledge, mutual contextual belief and context of situation and culture can help disambiguate homo-tonal homonyms derived from lexical ambiguity in the language and thus enhance effective communication. Furthermore, it was discovered that there are two types of homonyms in the Yoruba language; these are hetero-tonal homonyms and homo-tonal homonyms. In conclusion, research into lexical relations such as homo-tonal homonyms will help to preserve the language for posterity.