FACTORS AFFECTING THE SPOKEN ENGLISH LANGUAGE AND ITS EFFECT ON STUDENTS’ PERFORMANCE IN JUNIORS SECONDARY SCHOOL IN AGEGE LOCAL GOVERNMENT AREA, LAGOS STATE

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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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