ABSTRACT
This
research work examines the factors
affecting the spoken English language and its effect on students’ performance
in Juniors Secondary School in Agege Local Government Area, Lagos State.
The research employed descriptive research design.
The
aim of this research was to examine how the teaching of spoken in the secondary
schools has benefited the students by sharpening their skills in spoken
English. The objectives of the study are to; examine the significant
relationship between the teaching of phonology and the academic performance of
Junior secondary school students; identify the significant relationship between
the teachers’ qualifications and teaching of phonology in Junior secondary
schools; and to ascertain the significant relationship between teaching of
phonology and spoken English of students in Junior secondary schools. Primary
source of data was adopted in gathering data with the use of a well-structured
questionnaire. The population of the study covers the number of students in the
four schools considered and the population was estimated as five thousand
(5000). A sample of one hundred and
twenty (120) was extracted from the population. Two private and two public
schools. Since the research is targeted at Junior secondary school students,
respondents were selected based on each level of the junior classes. From each
school, ten (10) respondents from JSS1,
ten (10) from JSS 2 and ten from JSS 3, making a total of thirty respondents
from each school and a total of One Hundred and twenty for the entire sample.
Stratified random sampling was used in the selection of samples. The research
instruments were submitted to the research supervisor for further comments and
suggestions before the final draft was taken for pilot testing and test and
retest method of establishing reliability was applied.
A
simple percentage was used to determine the data analysis. The responses were
quantified in terms of frequency and simple percentage. The statistical
techniques used in analyzing the data collected is Chi-square (X2)
statistical tools as a non parametric method of testing hypotheses.
The
result of the analysis shows; there is significant relationship between the
teaching of phonology and the academic performance of Junior secondary school
students; there is significant relationship between the teachers’ qualification
and teaching of phonology in Junior secondary schools; and there is significant
relationship between teaching of phonology and the spoken English of students
in Junior secondary schools
It
was concluded that spoken English has effect
on students’ performance in Juniors Secondary School in Agege Local
Government Area. It was recommended among other recommendations that education
ministries at all levels of government should put adequate machinery in place
to ensure the organization of workshops, seminars and such other manpower
development strategies for English language teachers as one sure way of
capacity building especially for English teachers.
TABLE
OF CONTENTS
Title
page i
Certification ii
Dedication iii
Acknowledgement iv
Abstract v
Table of
contents vi
CHAPTER
ONE
INTRODUCTION
1.1 Background
to the Study 1
1.2 Statement
of the Problem 2
1.3 Aim
and Objectives of the Study 3
1.4 Research
Questions 3
1.5 Research hypotheses 3
1.6 Scope
and Delimitations of the study 4
1.7 Significance of the Study 5
1.8 Operational Definition of Key Terms 5
CHAPTER
TWO
REVIEW OF
LITERATURE
2.1 Introduction 7
2.2 Conceptual Framework 7
2.2.1 The
Concept of Language 7
2.2.2 English
Vowel Phonemes 11
2.2.3 The
English Consonant Sounds 14
2.2.4 Stress
in English Language 15
2.2.5 Intonation
of English Language 16
2.2.6 Competence
and Performance 17
2.3 Theoretical
Framework 18
2.3.1
Optimization Theory (OT) 18
2.3.2 Linear
Phonology Theory 20
2.3.3 Metrical
Phonology 21
2.3.4 Autosegmental
Phonology 28
CHAPTER
THREE
RESEARCH
METHODOLOGY
3.1 Research
Design 32
3.2 Population
of the study 32
3.3 Sample
size and Sampling Techniques
32
3.4 Instrumentation
32
3.5 Administration
of Instrument 33
3.6
Validation of research instrument 33
3.7 Reliability of the
Instrument 33
3.8 Data Analysis Technique 34
CHAPTER
FOUR
DATA
ANALYSIS AND RESULTS
4.1
Introduction 35
4.2 Response to the problem areas 35
4.2.1 Research
Question 1 36
4.2.2 Research Question 2 37
4.2.3 Research Question 3 38
4.3
Testing
and interpretation of the hypotheses. 39
4.3.1 Test of Hypothesis One 39
4.3.2 Test of Hypothesis Two 42
4.3.3 Test of Hypothesis Three 44
CHAPTER
FIVE
DISCUSSION,
CONCLUSION AND RECOMMENDATION
5.1 Summary
46
5.2 Conclusion
46
5.3 Recommendations 47
5.4 Suggestions
for further studies 48
REFERENCES 49
APPENDIX: Questionnaire 55
CHAPTER ONE
INTRODUCTION
1.1
Background to the Study
English
language has no doubt come to stay as Nigeria’s Lingua Franca (Jolayemi, 2007).
As a Lingua Franca, English obviously is the formal or official language of the
country. This status accounts for the high premium Nigeria places on it. Being
a foreign language, the skills in it have to be learnt rather than acquired.
Since the language is needed for the proper functioning of the country, the
Federal Republic of Nigeria has severally demonstrated its commitment towards
the promotion and development of the language in the country. Hence, the
government adopts a multi-dimensional approaches or strategies.
An
integral part of these strategies aimed at ensuring the growth of English
language in Nigeria is its inclusion in the schools’ curriculum, as a subject
of study. Of particular interest to a curriculum planner is the speaking skill;
a knowledge which enables the learners to speak the language in the same way
the native speakers do. The aspect of English which caters for this interest is
referred to as Phonetics and Phonology.
According
to Akande (2012), Phonetics is defined as the study and description of the
physical properties of human speech sounds. It is sub-divided into Articulatory
Phonetics, Auditory Phonetics and Acoustic Phonetics.
On
the other hand, phonology is the manner by which speech sounds are patterned
into a system of a specific language (Akande, 2012). Phonology of English
language is studied at segmental and supra-segmental levels
Segmental
phonology deals with the consonant and vowel phonemes of English language while
supra-segmental level deals with the analysis of stress, rhythm, intonation and
tone. A learner’s competence in the speaking skill of the English is usually
determined by how much he or she has internalized those properties of the
English language sounds system.
It
is a pity nowadays that most of the students at all levels of education cannot
identify the English phonemes due to the over or under differentiation and reinterpretation
of the English phonemes for their mother tongue(s) (Alabi, 2002). Also,
students are confronted with a lot of problems whenever they come across the
English consonant clusters which are non-existent in their native language. The
level of mastery of stress and intonation patterns of the English language of
the students is considerably low because it is quite different from their
indigenous languages which are basically tonal oriented. The students normally
pronounce the English words as they appear to them orthographically in their
local languages or dialects which, of course, make their communication rather
unintelligible to the outside world.
The
concern of this study, therefore, is to find out whether or not the students in
Junior secondary schools in Agege Local Government Area, Lagos State are making
progress in internalizing these properties. In other words, this exercise is
aimed at ascertaining the Factors
Affecting the Spoken English Language and Its Effect on Students’ Performance
in Juniors Secondary School in Agege Local Government Area, Lagos State.
1.2
Statement of the Problem
Since
1989 or there about when Oral English or English Paper 3 (Test of Orals) became
a compulsory paper to be written in the Junior Secondary Certificate
Examination (WAEC and NECO), Nigeria has made concerted efforts to ensure that
candidates for these examinations perform optimally. It is in pursuance of this
objective that the Federal Government through the Ministry of Education invests
a substantial percentage of her resources annually in recruiting, training and
retraining of English language teachers in order to realize these objectives of
proficiency in the spoken English of the citizenry and reap the many benefits
accruing from it.
Consequently,
there are divergent views on the effects of teaching phonology in Nigerian secondary
schools. While some opine that the subject has had a positive effect on the
students’ spoken English. The pessimist argues that in spite of the teaching of
Oral English, there is still noticeable speech difference among the students in
our secondary schools. It is their opinion that some students have in fact
resorted to their Mother Tongue (MT) in order to relief themselves of the
nervousness in speaking English. It is believed by this school of thought that
only a negligible number of these students speak good English probably because
of their background.
It
is in the light of the above argument that this study set out to ascertain the
validity or otherwise of the claims. It is entitled ‘Factors Affecting the Spoken English Language and Its Effect on Students’
Performance in Juniors Secondary School in Agege Local Government Area,
Lagos State.
1.3
Aim and Objectives of the Study
The
aim of this research was to examine how the teaching of phonology in the secondary
schools has benefited the students by sharpening their skills in spoken English.
The objectives of the study are to:
i.
Examine the significant relationship
between the teaching of phonology and the academic performance of Junior
secondary school students.
ii.
Identify the significant relationship
between the teachers’ qualifications and teaching of phonology in Junior
secondary schools.
iii. Ascertain the significant relationship between
teaching of phonology and spoken English of students in Junior secondary
schools.
1.4
Research Questions
This
study shall provide answers to the following research questions:
i.
Is there any significant relationship
between the teaching of phonology and the academic performance of Junior
secondary school students?
ii.
Is there any significant relationship
between the teachers’ qualification and teaching of phonology in Junior
secondary schools?
iii.
Is there any significant relationship
between teaching of phonology and the spoken English of students in Junior
secondary schools?
1.5 Research hypotheses
For
the purpose of this study these hypotheses were formulated will be tested in
the course of this research.
Hypothesis One
Ho: There is no significant relationship
between the teaching of phonology and the academic performance of Junior
secondary school students
H1: There is significant relationship between
the teaching of phonology and the academic performance of Junior secondary
school students
Hypothesis Two
Ho: There is no significant relationship
between the teachers’ qualification and teaching of phonology in Junior
secondary schools.
H1: There
is significant relationship between the teachers’ qualification and teaching of
phonology in Junior secondary schools.
Hypothesis Three
Ho: There is no significant relationship
between teaching of phonology and the spoken English of students in Junior
secondary schools
H1: There is significant relationship between
teaching of phonology and the spoken English of students in Junior secondary
schools
1.6
Scope and Delimitations of the study
This
is a study designed to find out Factors
Affecting the Spoken English Language and Its Effect on Students’ Performance
in Juniors Secondary School located in Agege
Local Government Area, Lagos State. Four
schools, two public and two private were considered for the test and the names
of the schools are:
i.
Vetland Junior Secondary School, Agege
ii.
Yewa Junior Girls’
College, Agege
iii.
Lagooz Secondary School,
Agege
iv.
Rose Valley High School,
Agege
In each of these schools, thirty students and teachers were
randomly selected for the project work. Thus, one hundred and twenty students
and teachers were used as the source for this project empirical hypothesis.
The
researcher envisage some predicament that could hinder the success of this
research. They are finance, time and sourcing of materials. Also constrain of
certain inhibitions in terms of data collection which some respondents would
not in good disposition to give out easily.
1.7 Significance
of the Study
As variosly noted, this study is aimed at ascertaining how
the teaching of phonology has impacted on the Junior secondary school students
especially those in Agege Local Government Area, Lagos State. It is hoped that teachers in the Junior secondary
schools and their students will benefit immensely from this finding. This is
not only because language teachers knowledge will be up dated, but also their
approaches to language teaching will be modified
As
for the students, it is my belief that the outcome study will go a long way in
making them to adjust their attitude to English learning generally and with
particular emphasis on phonology.
Furthermore,
parents, language-in-education-policy-makers, governments and research
individuals and institutions will also have much to benefit from this project.
1.8 Operational
Definition of Key Terms
Phonetics: It is
the study and description of the physical properties of human sounds.
Phonology: It is
defined as the study of how speech sounds are patterned and organized into a
system of a special language.
Acoustic Phonetics: This is
a part of phonetics which deals with how sound waves travel between a speaker
and his listener.
Auditory phonetics: It
describes the effect of sounds in the human ear. It studies how sounds are
perceived by the hearer.
Articulatory phonetics: This
is another aspect of phonetics concerned with the description of how speech
sounds are produced; the human organs of speech involved and the source air
stream which is modifiesd in the production of speech sounds.
Mother Tongue(MT): It is
the learner’s native language.
Mother Tongue Interference: This is a situation where a learner’s (Student’s)
native language is reflected in their English language usage. Interference is a
major problem of non-native learners of English language.
Foreign Language: A
language other than that of the learners native language. Eaxmples of foreign
languages in Nigeria are English, French and Arabic.
RP (Received Pronunciation): This is the correct or standard pronunciation in English as
got from the British whose English Nigeria uses.
Listening Skill: The
ability to hear and understand information
Speaking Skill: Potential
to express ones’s intention without inhibition.
Reading Skill: Ability
to read and comprehend.
Writing Skill: One’s
potential to communicate ideas in writing.”
Syllabic Stress: This is
the prominence or empasis placed on one syllable of a word or one word in a
group of words. Linguistically, stressed syllables refers to those syllables
which are louder, longer and more prominent in pitch than other syllables in
their environment.
Intonation: It is a
variation in voice in a spoken utterance. It indicates whether the pitch of
voice rises or falls during utterance.
Phoneme: A phoneme is the smallest
unit of sound which determines meaning of a specific language. Example, ‘bit’
and pit, have the same number of phonemes but differ in meaning as a result or
the initial phonemes /b/ and /p/.
Intelligibility: This is
the ability of an utterance to make meaning to the listener or one’s ability to
express self clearly without any constraints.
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